For more than one hundred years, the United States has been the
scene of academic warfare between traditional and progressive
educators. During most of our nation's history, many Americans have
assumed that the primary purpose of school is to pass on to
children the information and skills necessary to survive in our
society. This traditional view accepts the fact that a teacher's
task is to inform children as to what they should know. Officials
at the state and local level determine the content of students'
education, and it is the teacher's job to ensure that the content
is taught. Even before the beginning of the twentieth century, John
Dewey and others introduced a different model. They believed that
students learn best "by doing" not by being passive listeners. For
progressive educators, the teacher's role was to be a facilitator
of learning in classrooms where students' interest helped to
provide appropriate developmental learning experience. This new
approach to education has greatly affected our schools during the
past century. More recently, we have seen the emergence in American
education of four initiatives that have threatened the continued
influence of progressive education. They include the "back to
basics movement," mandated state curriculum standards, high-stakes
testing, and school accountability. Despite these trends, there
appears to be several factors that might lead one to conclude that
progressive education is remaining a viable approach in the United
States. This book considers these factors as well as past, present,
and possible future of the progressive education movement.
General
Imprint: |
Rowman & Littlefield Education
|
Country of origin: |
United States |
Release date: |
November 2006 |
First published: |
November 2006 |
Authors: |
William Hayes
|
Dimensions: |
238 x 161 x 21mm (L x W x T) |
Format: |
Hardcover
|
Pages: |
182 |
ISBN-13: |
978-1-57886-521-5 |
Categories: |
Books >
Social sciences >
Education >
Philosophy of education
|
LSN: |
1-57886-521-2 |
Barcode: |
9781578865215 |
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