There is considerable naivete regarding the similarities between progressive education and open education. Discusses these similarities and differences. (Editor/JF)

Describes the basic principles (referred to as commandments) of progressive education and traditional education. Argues for a synthesis of both education philosophies. (PKP)

Contends that if open education is to succeed, it is essential to move beyond the traditional curriculum. (Author)

Ridicules the curriculum advocated for open education by Arthur E. Salz in a prior article. (See EA 504 733.) (Author/JF)

Celebrating its 35th year, the Fayerweather Street School of Cambridge, Massachusetts, is one of the few extant schools associated with the "open education" movement of the late Sixties. Not only has the school flourished, but it has managed to stick to its original progressive principles. Fayerweather recently hosted a panel discussion on…

In the February '74 Kappan, Arthur Salz and Mortimer Smith argued Salz's case for a renewed effort by educators to put progressive education into practice, as an extension of the open classroom idea. Here Mr. Salz rebuts Mr. Smith, who, in turn, has a last word. (Editor)

The pendulum has been swinging back and forth between traditional and progressive educational approaches for more than 100 years, but we still haven't figured out how to reduce the learning gap. In this first article in a two-part series, Mr. Pogrow suggests fundamental policy changes and argues for finding ways to combine the best of the…

Briefly discusses 10 books, or series of books, that represent major turning points in American education in the last 75 years. The authors include William H. McGuffey, Abraham Flexner, Lewis M. Terman, John Dewey, George S. Counts, Jerome S. Bruner, James S. Coleman, Michael B. Katz, and B. F. Skinner. (IRT)

One cannot reflect on centuries of accumulated religious wisdom without experiencing a deepened sense of personal meaning and purpose--a phenomenon often marginalized in progressive education. Contemporary issues have religious dimensions. The four essays assembled in this special section consider religion's role in public education from different…

An administrator of an Indiana alternative high school constantly battles negative public attitudes toward alternative schools. Schools or programs seeking to serve the variety of youths and families in today's society should not be separated out as "alternatives." Ensuring that all individuals have opportunities to succeed is a necessity, not an…

Despite six decades of leading researchers' research findings upholding progressive, whole-language reading approaches, consensus is lacking. Pundits tend to discredit educational research. News media promulgate tougher standards while overlooking progressive classroom successes. Parents may fear children's exploration of a wide variety of books…

National education goals are admirable, but achieving them democratically will be challenging, in the face of growing child poverty and current standardization efforts. Contributors to this special issue are "transformationists" advocating new definitions of school curriculum; new organizational arrangements to promote diversity;…

Hirsch, author of "Cultural Literacy" (1987), wishes that progressive instructional methods were carefully monitored to see whether kids are actually learning. An "anti-subject-matter" orientation suits middle-class students better than kids from less educated families. Most elementary curricula stress "tool skills"…

Highlighting Massachusetts initiatives, examines the recent state movement toward adoption of curriculum frameworks and state assessments as vehicles for improving accountability and student achievement. Absence of standards guarantees stratified educational opportunities. Reform initiatives should include practitioners; avoid prescriptive,…

Contrary to critics' claims, the United States could not boast the world's finest higher-education system while maintaining a deficient public-school system. Unregulated, profit-oriented market models are inappropriate for public schools responsible for serving the social good. Privatization and techno-efficiency pressures are equally…