Show Less
Restricted access

«Schools of Tomorrow,» Schools of Today

Progressive Education in the 21st Century – Second Edition

Series:

Edited By Susan F. Semel, Alan R. Sadovnik and Ryan W. Coughlan

The second edition of «Schools of Tomorrow,» Schools of Today: Progressive Education in the 21 st Century documents a new collection of child-centered progressive schools founded in the first half of the twentieth century and provides histories of some contemporary examples of progressive practices. Part I discusses six progressive schools founded in the first part of the twentieth century (City and Country; Dalton; the Weekday School at Riverside Church; The Laboratory School at the Institute of Child Study; Alabama State Teachers College Laboratory High School; and Highlander), tracing them from their beginnings. Part II examines four more contemporary schools (Central Park East 1; Central Park East Secondary; Learning Community Charter School; and KIPP TEAM Academy), showing how progressive practices gained momentum from the 1960s onward. As a volume in the History of Schools and Schooling series, this book seeks to look to the past for what it can teach us today.
Show Summary Details
Restricted access

Chapter 12. Progressive Education: Lessons from the Past and Present

Extract

| 373 →

· 12 ·

PROGRESSIVE EDUCATION

Lessons from the Past and Present

Susan F. Semel, Alan R. Sadovnik, and Ryan W. Coughlan

Progressive education is one of the most enduring educational reform movements in this country, with a lifespan of over one hundred years. Although as noted earlier, it waxes and wanes in popularity, many of its practices now appear so regularly in both private and public schools as to have become almost mainstream. But from the schools that were the pioneers, what useful lessons can we learn? The histories of the early progressive schools profiled in Part I illustrate what happened to some of the progressive schools founded in the first part of the twentieth century. But even now, they serve as important reminders for educators concerned with the competing issues of stability and change in schools with particular progressive philosophies—reminders, specifically, of the complex nature of school reform.1

As we have seen in these histories, balancing the original intentions of progressive founders with the known demands upon practitioners has been the challenge some of the schools have met successfully and others have not. As contemporary American educators consider the school choice movement, the burgeoning expansion of charter schools, and the growing focus on standards-based testing and accountability measures, they would do well to look back for guidance at some of the original schools representative of the “new education.” Particularly instructive, The Dalton School and The City and...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.