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Progressivism Presentation
Progressivism Presentation
PRESENTED TO:
MISS MUBASHARA
PRESENTED BY:
SAFDAR ALI
2010-335
KHATEEB AHMED KHAN
2010-333
DEFINITION
The beliefs and practices of progressives.
If we search for an ontology that describes surroundings more modestly and more
fruitfully than absolutist doctrines, the key may be founded in the titles of three of
Dewey’s famous works: experience and nature, Art as Experience and Experience and
Education. “Experience” is the key concept. What does Dewey mean by this oft-
repeated term?
When we assert that a person is “experienced” in business we mean that he has
learned how to perform his job by direct and frequent contact with the methods,
materials and people involved.
WE GET CLOSEST TO REALITY, in short, when we are tilling the earth or running
the machines, when we are participating wholeheartedly in the events of our
communities, when we are challenged by the never-ending curiosities, hazards,
excitements of ordinary life.
HUMAN EXPERIENCE, with its terrible sufferings, its delights,
sorrows, joys, beauties, ugliness, hatreds, and loves…. This is the
reality into which, for better or for worse, all men are born and in
which they perform their roles until they die. As Peirce expresses it,
“Where hope is unchecked by any experience, it is likely that our
optimism is extravagant”.
Ontological beliefs that are founded on experience may be said to
possess a strong evolutionary quality. Experience is Struggle. Life is
Action and Change. Chance, the unexpected, the novel and
unforeseen always play a major role. Men, like other animals, survive
and advance as they too, change, struggle, explore, dare, probe, and
act.
TYPICAL ATTRIBUTES OF EXPERIENCE:
Whether simple or complex, the puzzles that all men face and that
all must attempt to solve are the common grist for the common mill
of thought. No chasm divides primitive from highly educated
persons. No wall separates the child from the completely mature
adult. The degree of care with which they think differs a great deal.
The central process does not.
The point is that the possession of this precious instrument is not
the franchise solely of an intellectual minority. Mind functions at
some level whenever man, struggling to survive, tries to solve his
daily problems by thinking and acting.
KNOWLEDGE AND TRUTH:
The problem approach fails when the problems are merely “recipes”
which, when the ingredients are mixed and stirred according to
direction, are guaranteed to turn out dishes quite identical with those
of previously successful cooks. To change the analogy, such problems
resemble puzzles in a magazine with solutions given on a back page.
The student’s job is to ferret out answers, which the teacher carefully
conceals.
THE USE OF DRILL:
The best way to perfect a given skill is by its constant use in whatever
vital projects students may pursue.
The progressivists are often criticized for confusing work and play.
Critics say that, education, if it is sound, is hard work and “sugar-
coating” of courses or skills, by reducing them to “easy fun” merely
encourages laxity of standards.
FIVE TYPES OF CURRICULUM STRUCTURE:
•FREEDOM:
Progressivist thinkers find themselves returning again and again to
the problem of freedom. The freedom means positive opportunity for
individuals living independently together to use their powers for
individual and community growth. Freedom is a positive potential
which is realized only through social arrangements that at once protect
and encourage every person to deal forthrightly and cooperatively with
all his problems.
•DEMOCRATIC DISCIPLINE:
•HOW SHALL TEACHERS ACT?
WITH PLEASURE