Interpretations of John Dewey's philosophy by pragmatic and romantic progressivists are outlined and contrasted with Dewey's own writings. (JMF)

An exploration of the life and work of William Heard Kilpatrick serves as background for examination of the current depiction of him as anti-intellectual and anti-academic. In addition, the progressive education movement and Kilpatrick's involvement in it during the pre-World War II era are examined. (IAH)

Analyzed Norwegian party platforms from 1945 to 1997 for their content related to education. Findings indicate that the basic ideas of social democratic progessivism have been carried forward, but that there has been a shift to the right emphasizing freedom, competition, different alternatives, and more consideration of the interests of business…

George S. Counts promoted the progressive education ideas developed by John Dewey. A faculty member at Teachers College, Columbia University, from 1927 to 1956, Counts stressed the importance of pragmatism in education. The author, an admirer of Counts, created dialog that he and Counts might have had if Counts were alive today. (RM)

Provides a historical overview of the progressive education movement, noting its major philosophical threads. Contrasts the progressive ideal with modern experiential education practice by comparing James Coleman's four-phase model of experiential process with John Dewey's scientific method of inquiry, which he used to shape experience. (SB)

This artice discusses how Progressive views on education were shaped by Protestant ideology. The educational theories of Dewey and Kilpatrick are given as examples of the influence of Protestant religion. (DF)

The purpose of this paper is to describe Hazelwood, an early nineteenth-century experiment in progressive education; analyze the reasons for Hazelwood's closure; to re-examine the school's influence; and to evaluate the validity of its favorable reputation. (Author/KC)

This article analyzes a critique of Dewey, written in 1975 by Chou Jung-hsin, China's Minister of Education, showing that Chou was utilizing a traditional Chinese technique of "attack by analogy" and that his real target was the ultra-leftism in Chinese education resulting from the Cultural Revolution. (Editor/SJL)

The educational philosophy of John Dewey converted a number of educators who became his disciples. This paper focuses on four female educators who followed Dewey's teachings in schools in the U.S. South and some other Southern Progressive schools based on Dewey's principles. Dewey's philosophy of a child-centered education rooted in a school…

This article starts by locating the early implementation of progressive educational ideas in Britain in small independent schools. It traces the development of one strand of progressive thinking, and identifies three key figures in its growth--Thomas Davidson, Cecil Reddie and Kurt Hahn. (Author)

An examination of Paulo Freire's educational pedagogy reveals a belief in education as a subversive force, where schools are the agent of change. In Freire's theories of liberatory education, education should open minds to higher stages of consciousness rather than just deposit information for future use, for knowledge emerges only through…

The career of Stuart Appleton Courtis in the growth of testing and educational measurement parallels the development of progressive education in the first half of the twentieth century. In 1909 he developed the standardized Courtis Arithmetic Test, Series A, the first objective test used in any city public schools. Continuing his work in testing,…

This paper traces the development of progressivism in American education, a movement that emphasizes the development of all the native capacities of each child, instead of just teaching reading, writing, and the gathering of facts. Focusing first on the post-Civil War period, the author discusses reformists' early arguments against the linear…

In an essay-review of "Lucy Sprague Mitchell: The Making of a Modern Woman," four themes which are important to teachers today are discussed. These themes (teacher as educator, as autobiographer, as citizen, and as researcher) are discussed in their biographical, historical, and current contexts. (JL)

Discusses the progressive movement which brought about curriculum differentiation in the form of special classes in the Atlanta, Georgia, Public Schools during the period 1898-1923. Examines a number of recent interpretations of curriculum differentiation through an analysis of the establishment of Atlanta's first special classes. (KO)