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THE TEACHING
Progressivism
PROFESSION
BIANES, LAWRENCE . BUENO, HERSEHELENE . CASTILLON, ABEGAIL
MANALO. JAMAELLA . MORA, MEKHAELLA . UDAN, RHEENA JANELLE
BOOK LEARNING IS NO
SUBSTITUTE FOR
ACTUALLY DOING THINGS.
JOHN DEWEY

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Progressivism
THE ORIGIN OF THE WORD
The term “progressive” was engaged during the revolution against the 'formal/
conventional/ traditional' system of education. It is a movement that took form in Europe and
the United States during the late 19th century as a reaction to the alleged narrowness and
formalism of traditional education. One of its main objectives was to educate the “whole
child”—that is, to attend to physical and emotional, as well as intellectual, growth.
The sources of the progressive education movement lay partly in European pedagogical
reforms from the 17th through the 19th century, ultimately stemming partly from Jean-
Jacques Rousseau’s Émile (1762), a treatise on education, in the form of a novel, that has been
called the charter of childhood.
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Progressivism
THE PROGRESSIVE MOVEMENT
The advocates of the progressive movement were reacting against the shortcomings in
the traditional school system. They argued that the curriculum content of the traditional
system included a great deal of meaningless and irrelevant content; the traditional curriculum
did not give utility education. It mainly emphasizes academics; the traditional methods of
teaching introduced the child to subject matter of no practical value; and traditional system
was rigid and did not cater for the individual needs of particular students.
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Progressivism
THE PROGRESSIVE MOVEMENT
The progressive education curriculum instead emphasized five approaches to teaching and
learning process namely:
1. Teacher-learners planning of curricular activities.
2. Flexible curriculum and individualized instruction.
3. Non-formal curriculum activities and physical training in areas such as games and related hobbies.
4. Learner centered methodology.
5. Selection of study materials in line with expressed interests and concerns of the learner.

All of these allowed learners maximum self-direction and reduced teachers domination of the
teaching and learning process.
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EDUCATIONAL
Progressivism
DEFINITION
Educational progressivism is the belief that education must be based on the principle that
humans are social animals who learn best in real-life activities with other people.
The school was conceived of as a laboratory in which the child was to take an active part—
learning through doing. The theory was that a child learns best by actually performing tasks associated
with learning. Creative and manual arts gained importance in the curriculum, and children were
encouraged toward experimentation and independent thinking.
In a progressive classrooms, teachers encourage learning that is experiential, emergent, and
collaborative. They help students explore their academic and non-academic interests while providing
them with a foundation for success both inside and outside of the classroom.
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Progressivism 07

DEFINITION
According to Labaree (2005), progressivism is known as "child-centred instruction." This means
that everything that is done in the classroom, is done for the purpose of facilitating and nurturing the
student's development. It bases all of the lessons or plans on the developmental needs of the children,
and believes that a child should learn by doing, rather than by passively watching. Learning is
constructed based on discovery and experience.
According to the explanation by Ornstein and Hunkins (2009), progressive "schools should
nurture cooperation and self-discipline and transmit society's culture. Because reality is constantly
changing" (p. 46) and there is "little need to focus on a fixed body of knowledge". Traditional education
values structure and repetition, whereas progressive education values interdisciplinary work and
guidance.
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Progressivism 08

The doctrine of Progressivism accepts the impermanence of life and inevitability of change.
For the Progressivists, everything else changes. Change is the only thing that does not change. Hence,
progressivist teachers are more concerned with teaching the learners the skills to cope with the
change.
Progressivist teachers teach to develop learners into becoming enlightened and intelligent
citizens of democratic society. This group of teachers leads learners so they may live fully in the here
and now.
Advocates of progressivism are identified with need-based and relevant curriculum. This is
the curriculum that "responds to students' needs and that relates to students' personal lives and
experiences".
 COURSES/ ACTIVITIES
in a Progressivist classroom
Most progressive educators believe that children learn as if they were scientists,
following a process similar to John Dewey's model of learning:
1. Become aware of the problem.
2. Define the problem.
3. Propose hypotheses to solve it.
4. Evaluate the consequences of the hypotheses from one's past experience.
5. Test the most likely solution.
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COURSES/ ACTIVITIES
in a Progressivist classroom
Most progressive education programs have these qualities in common:
1. Emphasis on learning by doing – hands-on projects, experiential learning.
2. Strong emphasis on problem solving and critical thinking.
3. Group work and development of social skills.
4. Understanding and action as the goals of learning as opposed to rote knowledge.
5. Collaborative and cooperative learning projects.
6. Education for social responsibility and democracy.
7. Integration of community service and service learning projects into the daily curriculum.
8. Selection of of subject content by looking forward to ask what skills will be needed in future
society.
9. Emphasis on life-long learning and social skills.
10. Assessment by evaluation of child’s projects and productions.
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COURSES/ ACTIVITIES
in a Progressivist classroom
The subjects that are given emphasis in progressivist schools are the "natural and
social sciences." Teachers expose students to many new, scientific, technological and social
developments, reflecting on the notion that progress and change are fundamental. In
addition, students solve problems in the classroom similar to those they will encounter
outside of the school.
One experiential teaching method that progressivist teachers heavily rely on is the
problem-solving method. Other "hands-on-minds-on-heart-on" teaching methodology that
progressivist teachers use are field trips during which students interact with nature or
society. Teachers also stimulate students through "thought provoking games and puzzles".
 BENEFITS AND
CHALLENGES
Progressivism 12

One of the benefits of progressive education is that teachers recognize and honor
the creativity and passions of individual students. Educators do not simply teach students
information and expect them to memorize it and get perfect scores on tests. Instead, they
have their students engage in active hands-on learning through projects, experiments, and
collaboration with peers. In this way, students can pursue topics and subjects they are
passionate about.
Proponents of progressive education believe that, under this model, students are
more likely to develop a love of education and become lifelong learners. Students use
critical thinking skills outside the classroom as they evaluate and reevaluate their
perspectives on real-world topics and issues.
 BENEFITS AND
CHALLENGES
Progressivism

Initially, progressive education was met with opposition in some quarters. John
Dewey noticed that many institutions were only interested in creating obedient and
subservient workers who could contribute to the economy—and the same can still be true
today. Teachers and administrators who oppose these notions believe that progressive
education can truly benefit students in the long run and give them a reason to love
learning.

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JOHN DEWEY
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BOOK LEARNING IS NO SUBSTITUTE FOR ACTUALLY DOING THINGS.

(1859-1952)

He is the Progressivism’s most influential theorist.

Beginning in the 1880s, theorists such as John

Dewey argued for a different approach to
teaching, introducing progressive education.
Dewey drew upon the ideas of philosophers John
Locke and Jean-Jacques Rousseau when
developing his theories that students learn better
with hands-on and experiential learning.
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BOOK LEARNING IS NO SUBSTITUTE FOR ACTUALLY DOING THINGS.

JOHN DEWEY
(1859-1952)
Progressivism mostly became popular as a result
of the work of John Dewey (1897). Dewey's belief
was in the experience that students had, and the
fact that children will learn better by
experiencing the idea first hand. He believed that
students must try and fail in order to learn and
develop understandings about the world around
them. In connection to the quote by Labaree
(2005) "It is a story about success and failure,
about love and hate." —progressivism is about
failing to succeed, while loving and hating the
emotions that follow.
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Progressivism in
PHILIPPINE EDUCATIONAL SYSTEM
Dewey’s influence on Philippine education started to get sharply visible when it
became independent (Papong, 2014). Student body organizations or councils were
established not only at an institutional level but as a national union. Dewey emphasized the
importance of students’ voices in the educative process. The presence and engagement of
students in learning are deemed essential.
The following are some posits under the Deweyan Principle that are utilized in the
present curriculum in the Philippines:
1. “The nature of the child is made the center of the educative process.”
2. “The theory of self-activity is made the center or basis of learning.”
3. “Activity program is the core of the curriculum.”
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TO SUMMARIZE
Progressivism
PROPONENTS
The Progressive education philosophy was established in America from the mid 1920s
through the mid 1950s. John Dewey was its foremost proponent. One of his tenets was that
the school should improve the way of life of our citizens through experiencing freedom and
democracy in schools.
NATURE OF LEARNER AND LEARNING
In a progressivist school, students are actively learning. The students interact with one
another and develop social qualities such as cooperation and tolerance for different points
of view. In addition, students solve problems in the classroom similar to those they will
encounter in their everyday lives.
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TO SUMMARIZE
Progressivism
GOALS OF EDUCATION/ TEACHING
The goals of progressivism are less about academia and more about learning life skills.
Progressive educators want students to become good people as well as good learners (Kohn,
2008).

WHAT IS IMPORTANT TO TEACH?

Believing that people learn best from what they consider most relevant to their lives,
progressivists center their curricula on the needs, experiences, interests, and abilities of
students. The progressive education philosophy says that educators should teach children
how to think rather than relying on rote memorization.
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TO SUMMARIZE
Progressivism
HOW TO TEACH?
Progressivist teachers try making school interesting and useful by planning lessons that
provoke curiosity. Teachers should believe that learning should be authentic and enjoyable,
and that children should play an active role in their own development. They also need to
encourage learning that is experiential, emergent, and collaborative. We help students
explore their academic and non-academic interests while providing them with a foundation
for success both inside and outside of the classroom.
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REFERENCES
Progressivism
https://www.siue.edu/~ptheodo/foundations/progressivism.html#:~:text=Progressivists%20believe%20that%
20individuality%2C%20progress,interests%2C%20and%20abilities%20of%20students.
https://psychology.wikia.org/wiki/Educational_progressivism
https://www.theschoolinrosevalley.org/the-core-qualities-of-a-progressive-classroom/
https://foundationsofcurriculum-courtney.weebly.com/what-is-progressivism.html
https://www.britannica.com/topic/progressive-education
https://soeonline.american.edu/blog/traditional-vs-progressive-education
https://study.com/academy/lesson/pragmatism-overview-practical-teaching-examples.html
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EDUCATION

BSED- SCIENCE 3A
GROUP 4