Progressive education is a pedagogical movement that began in the late nineteenth century; it has persisted in various forms to the present. The term progressive was engaged to distinguish this education from the traditional Euro-American curricula of the 19th century, which was rooted in classical preparation for the university and strongly differentiated by social class. By contrast, progressive education finds its roots in present experience. Most progressive education programs have these qualities in common:
The philosophy of education examines the goals, forms, methods, and meaning of education. The term is used to describe both fundamental philosophical analysis of these themes and the description or analysis of particular pedagogical approaches. Considerations of how the profession relates to broader philosophical or sociocultural contexts may be included. The philosophy of education thus overlaps with the field of education and applied philosophy.
Humanistic education is an approach to education based on the work of humanistic psychologists, most notably Abraham Maslow and Carl Rogers. Carl Rogers has been called the "Father of Humanistic Psychology" and devoted much of his efforts toward applying the results of his psychological research to person-centered teaching where empathy, caring about students, and genuineness on the part of the learning facilitator were found to be the key traits of the most effective teachers. He edited a series of books dealing with humanistic education in his "Studies of the Person Series," which included his book, Freedom to Learn and Learning to Feel - Feeling to Learn - Humanistic Education for the Whole Man, by Harold C. Lyon, Jr. In the 1970s the term "humanistic education" became less popular after conservative groups equated it with "Secular Humanism" and attacked the writings of Harold Lyon as being anti-Christian. That began a successful effort by Aspy, Lyon, Rogers, and others to re-label it "person-centered teaching", replacing the term "humanistic education." In a more general sense the term includes the work of other humanistic pedagogues, such as Rudolf Steiner, and Maria Montessori. All of these approaches seek to engage the "whole person": the intellect, feeling life, social capacities, and artistic and practical skills are all important focuses for growth and development. Important objectives include developing children's self-esteem, their ability to set and achieve appropriate goals, and their development toward full autonomy.
The Montessori Method of Education, developed by Maria Montessori, is a child-centered educational approach based on scientific observations of children. Montessori's method has been used for over 100 years in many parts of the world.
An alternative school is an educational establishment with a curriculum and methods that are nontraditional. Such schools offer a wide range of philosophies and teaching methods; some have strong political, scholarly, or philosophical orientations, while others are more ad hoc assemblies of teachers and students dissatisfied with some aspect of mainstream or traditional education.
Alternative education encompasses many pedagogical approaches differing from mainstream pedagogy. Such alternative learning environments may be found within state, charter, and independent schools as well as home-based learning environments. Many educational alternatives emphasize small class sizes, close relationships between students and teachers and a sense of community.
Peter McLaren is Distinguished Professor in Critical Studies, College of Educational Studies, Chapman University, where he is Co-Director of the Paulo Freire Democratic Project and International Ambassador for Global Ethics and Social Justice. He is also Emeritus Professor of Urban Education, University of California, Los Angeles, and Emeritus Professor of Educational Leadership, Miami University of Ohio. He is also Honorary Director of Center for Critical Studies in Education in Northeast Normal University, Changchun, China.
Domingo Tirado Benedí was a Spanish-born educator.
Social pedagogy describes a holistic and relationship-centred way of working in care and educational settings with people across the course of their lives. In many countries across Europe, it has a long-standing tradition as a field of practice and academic discipline concerned with addressing social inequality and facilitating social change by nurturing learning, well-being and connection both at an individual and community level. The term 'pedagogy' originates from the Greek pais (child) and agein, with the prefix 'social' emphasising that upbringing is not only the responsibility of parents but a shared responsibility of society. Social pedagogy has therefore evolved in somewhat different ways in different countries and reflects cultural and societal norms, attitudes and notions of education and upbringing, of the relationship between the individual and society, and of social welfare provision for its marginalised members. Social pedagogues work within a range of different settings, from early years through adulthood to working with disadvantaged adult groups as well as older people. To achieve a holistic perspective within each of these settings, social pedagogy draws together theories and concepts from related disciplines such as sociology, psychology, education, philosophy, medical sciences, and social work.
Pedagogy of the Oppressed, written by educator Paulo Freire, proposes a pedagogy with a new relationship between teacher, student, and society. It was first published in Portuguese in 1968, and was translated by Myra Ramos into English and published in 1970. The book is considered one of the foundational texts of critical pedagogy.
Maria Lacerda de Moura was a Brazilian anarcha-feminist, individualist anarchist, teacher, journalist, and writer.
Economics education or economic education is a field within economics that focuses on two main themes: the current state of, and efforts to improve, the economics curriculum, materials and pedagogical techniques used to teach economics at all educational levels; and research into the effectiveness of alternative instructional techniques in economics, the level of economic literacy of various groups, and factors that influence the level of economic literacy. Economics education is distinct from economics of education, which focuses on the economics of the institution of education.
Gatehouse School is a co-educational independent school based in Sewardstone Road in Bethnal Green in East London, educating pupils from the ages of three to eleven years. The youngest classes follow a Montessori-style education, but the influence of the national curriculum has brought the older classes more into line with mainstream schools. The school admits children from the full ability range, with an emphasis on the Arts, including visits to museums and theatres, as well as sports and outward bound activities.
Albino Núñez Domínguez was a Galician writer and poet.
The National Pedagogic University located in Bogotá, capital of Colombia, is a university under the Ministry of National Education of Colombia. It began academic works as a female education institution; in 1962 it acquired its national and joint character.
Philip Snow Gang is the founder and Academic Dean of TIES, Montessori academic, historian and eco-cosmological educator. In the mid 1980s, Gang, in collaboration with Ron Miller, helped to popularize the term "holistic education", and he served as a leading advocate for the movement on the International stage. Gang also collaborated with the UN University for Peace who helped plant the seeds to create the Global Alliance for Transforming Education, and was an important figure in popularizing the Montessori schooling methods for use in the United States. In the late 1980s Dr. Gang took part in the Global Thinking Project. As a Citizen Diplomat he traveled to Russia and was in dialogue with teachers, principals and directors of the Soviet Academy. Most significant was the Siberian lecture on Ecology where he presented Our Planet Our Home.
Pedagogy of Hope: Reliving Pedagogy of the Oppressed is a 1992 book written by Paulo Freire that contains his reflections and elaborations on his previous book Pedagogy of the Oppressed, with a focus on hope. It was first published in Portuguese in 1992 and was translated into English in 1994 by Robert Barr, with notes from Freire's widow Ana Maria Araújo Freire.
Association Montessori Internationale known as AMI is an Amsterdam-based global non-governmental organization dedicated to Montessori education.
