Progressivism in Teaching

Emily Lantz
April 14, 2014
EDUC 200-D13

Progressivism in Education

After reviewing the four prominent educational philosophies, I have determined that progressivism most closely aligns with my educational beliefs because of my support for experimental learning and intrinsic motivation. Progressive education stresses that students learn through active experimentation as well as active critical thinking. I strongly believe that progressivism could be successfully implemented in the American History classroom and would alleviate the issues of student participation and understanding of material.

Teachers who believe in progressivism do not teach concepts by using rote memorization, but by exposing students to educational situations they may experience in their own lives. In John Locke’s Essay Concerning Human Understanding, he stressed the importance of experimental learning, writing that all reason and knowledge come from personal experience (Student 2013). Collaboration and active learning are two important segments of progressivism. Collaboration not only between teachers, but also between students creates an environment conducive to learning. Active learning refers to students having an active role in helping create curriculum and formulating questions based off of the lesson. One of the final and arguably most important aspects of progressive teaching is the idea of intrinsic motivation in the students. Students need to have a reason to want to learn, which could be simply interest in the material or wanting to obtain high grades.

As a young educator, I believe that my style of teaching closely mirrors the educational philosophy of progressivism. I use aspects of progressive education in my classroom everyday. When I plan a lesson, I take into consideration the interests of the students and sometimes find myself asking the students how they would like to see the material presented. I also support active learning with my students. I want them to not only actively participate in discussions, but also formulate their own questions and ideas.

Looking through the lens of the American History teacher, I strongly believe that progressivism could be implemented to create and foster a better learning environment. To begin, I would address the issue of rote memorization of the American History material. Jean-Jacques Rousseau criticized teachers who require students to memorize facts in his book, In Emile, or On Education: “You think you are teaching him what the world is like; he is only learning the map; he is taught the names of towns, countries, rivers, which have no existence for him except on the paper before him” (Student 2013). As the American History teacher possibly teaching state capitols, I would have students (in groups) research one particular state and its capitol, create a visual device with the information, and finally have them teach their peers about their assigned state/capitol. Not only would this alleviate the use for rote memorization, but would also incorporate active learning as well as collaboration between students.
To address critical thinking and problem solving, progressivism could again be used. For instance, as the American History teacher, having students understand the importance of the Emancipation Proclamation would involve critical thinking. I would want my students to recognize the significance of the document in its time period. To do this, I would have students view newspapers, journals, and even letters from the time period to grasp the totality of this subject. Having the students put themselves in the time period would help provoke critical thinking and understanding of the material.
Finally, I would use progressivism to attend to the issue of student involvement and interest in the American History curriculum. I would have students be actively involved in the planning of lessons, and ask them how they most enjoy the material being presented (digitally, notes, ect.). With that information in mind, I would ask student to chose one major moment in American History to research and create an engaging presentation of the information. This would allow students to research a particular moment that interests them while still staying in the confines of the curriculum. I believe progressivism is the most useful and constructive educational philosophy that was presented in this week’s reading assignment. Progressivism most closely relates to my own teaching style, and I find myself using aspects of this philosophy regularly. Whether it is active learning, collaboration, or intrinsic motivation, I believe that any teacher in any subject can use the ideals of progressivism to create a more productive learning environment.

References

Student-Centered Philosophies of Education. (2013, November 5). Education.com. Retrieved April 14, 2014, from http://www.education.com/reference/article/Ref_Student_Centered/

References: Student-Centered Philosophies of Education. (2013, November 5). Education.com. Retrieved April 14, 2014, from http://www.education.com/reference/article/Ref_Student_Centered/