Return to module list.University of Winchester
Education Studies (Early Childhood Studies)
ES
2307 Theorising Progressive Education
Module Outline: Semester 1, 2011.
Tuesday 12-2pm: HJB 15
Tutor: Emile Bojesen
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Last
updated 22.11.11.
Learning Outcomes
(a) Show evidence of engagement with texts and ideas concerned with progressive education
(b) Show engagement with primary sources
(c) Show a knowledge of theoretical perspectives and/or works
(d) Show an understanding of abstract concepts within theoretical perspectives
(e) Show an ability to work with theorists and their concepts in various forms of assessment as appropriate
This module focuses on the theoretical underpinnings of progressive education. It explores the work of educationalists such as Froebel and Steiner, whose theoretical perspectives on freedom, experience and individuality in education have been translated into specific practices. It will also consider in detail the work of John Dewey in order to explore the relationship between experience and education, and to examine his view that schools should play a central role in promoting and sustaining democratic societies. The module will conclude with an exploration of the enduring effect of progressive ideals on British educational institutions.
Week
Session
Reading
1
Revisiting Didactic and Experiential Education
Carr, D. (1988) Knowledge and the Curriculum: four dogmas of child-centred education Journal of Philosophy of Education 22 (2) pp. 151-162
Comenius, J. A. (1649) ‘The Great Didactic’ cited in Keating, M.W. (1910) The Great Didactic of Jon Amos Comenius Montana: Kessinger Publishing Company
http://onlinebooks.library.upenn.edu/webbin/book/lookupid?key=olbp34684
Rousseau, J. J. (1993) Emile London: Everyman pp. 55-70
Take a look at these two Wikipedia pages:
http://en.wikipedia.org/wiki/Democracy
http://en.wikipedia.org/wiki/Aesthetics
2
Froebel, F. (1885) The Education of Man London: Appleton-Century pp. 55-70
Froebel, F. (1899) Pedagogies of the Kindergarten Hawaii: University of the Pacific Press Ch. II
Hughes, J. (1987) ‘The harmony between control and spontaneity’ and ‘The distinctive characteristics of Froebel’s system’ in: Froebel’s Educational Laws for all Teachers New York: Appleton and Company
The Froebel Archive:
http://www.froebel.org.uk/archives.html
3
Schlemmer, O. (1971) Man: teaching notes from the Bauhaus Mass: MIT Press
Poling, C. (1986) Kandinsky’s teaching at the Bauhaus New York: Rizzoli
Albers, J. (1971) Interaction of Color London: Yale University Press
Itten,. J. Design and Form: the basic course at the Bauhaus
4
Reading Week
Preparation for presentations
5
Steiner, R. (1907/1996) The Education of the Child in the Light of Spiritual Science The Education of the Child and Early Lectures on Education Gt. Barrington MA: Anthroposphic Press
Steiner, R. (1928/1972) ‘Education towards inner freedom’ A Modern Art of Education London: Rudolf Steiner Press
Steiner, R. (1985/1919) An Introduction to Waldorf Education London: Rudolf Steiner Press
http://www.steinerwaldorf.org.uk
http://www.waldorfanswers.org/Waldorf.htm
6
Rudolf Steiner and Josef Beuys
Ulmer, G.L. (1985) Applied Grammatology London: John Hopkins
Stachelhaus, H. (1987) Joseph Beuys New York: Abbeville Press
Strauss, D.L., (1999) between dog & wolf, Essays on Art and Politics, Brooklyn, NY, Autonomedia
‘Chapter 11: Some Necessary Points of View’ in Rudolf Steiner, (1959) Cosmic Memory: Prehistory of Earth and Man New York: The Rudolf Steiner Publications
7
The Progressive Movement
Skidelsky, R. (1969) English Progressive Schools Harmondsworth: Penguin, Chs. 1 & 2
8
Presentations
9, Dewey: Experience, Democracy and Education
Dewey, J. (1985) ‘Experience and Thinking’ in: Democracy and Education 1916. The Middle Works 1899-1924 Volume 9 (ed. J. Boydston) Carbondale and Edwardsville: Southern Illinois Press
Dewey, J. (1916) ‘The democratic conception in education’ in Democracy and Education 1916. The Middle Works 1899-1924 Volume 9 (ed. J. Boydston) Carbondale and Edwardsville: Southern Illinois Press
10
Dewey and Black Mountain College
Harris, M.E. (2002) The Arts at Black Mountain College London: MIT Press
Shahn, B. (1957) The Shape of Content London: Oxford University Press
Olson, C. (1966) Selected Writings New York: New Directions
Albers, J. (1971) Interaction of Color London: Yale University Press
11
Essay Clinic
Darling, J. (1986) Child-Centred, Gender-Centred: a criticism of progressive curriculum theory from Rousseau to Plowden Oxford Review of Education 12 (1) p. 31-40 (available online)
Carr, D. (1988) Knowledge and the Curriculum: four dogmas of child-centred education Journal of Philosophy of Education 22 (2) pp. 151-162
12
Assessment
Presentation 40%
Essay 60%
Presentation
There will a module conference in week 8, which will be conducted along the lines of an academic conference (this will be discussed in more detail in week 1).
Select here for more information on the conference.
· Groups of 4 or 5 students will prepare 25 minute interactive presentations to be delivered to other students on the module.
· The purpose of the presentations will be to explain and discuss the content of journal articles or book chapters dealing with the theory and practice of progressive education (the list of articles to choose from will be available in week 1).
· There will be more than one presentation scheduled at a time, and so the members of the audience will have a choice about which presentation they attend. This means that the audience for each presentation will be quite small, and therefore the presenters should plan to incorporate audience interaction into their presentation as much as possible.
· The assessment criteria for the presentations are stated at the beginning of the module outline – however, the more these criteria can be achieved within the spirit of progressive education the better!
· There will be a plenary session at the end of the conference, where all members of the module will meet together to discuss common themes and issues arising from the presentations.
·
Essay
Identify how Froebel and Steiner propose that aesthetic education should engage with children’s spiritual development
Or
How does Dewey justify his claim that experiential education is more democratic than traditional methods of instruction?
The date for submission of this essay is Tuesday, January the 17th.
Progressive Education References
Albers, J. (1971) Interaction of Color London: Yale University Press
Armytage, Boyd, W. (1911) The Educational Theory of Jean Jacques Rousseau London: Longmans
Brehony, K. (1992) ‘What’s left of Progressive Primary Education?’ in Rattansi, A. and Reeder, D. (1992) Rethinking Radical Education: Essays in Honour of Brian Simon London: Lawrence and Wishart
Brehony, K. (2000) Montessori, individual work and individuality in the elementary school classroom History of Education 29 (2) pp. 115-128
Brehony, K. (2001) ‘From the particular to the general, the continuous to the discontinuous: progressive education revisited’ History of Education 30 (5) pp. 413-432
Bruce Uhrmacher, P. (1995) Uncommon Schooling: A Historical Look at Rudolf Steiner, Anthroposophy, and Waldorf Education Curriculum Inquiry Vol. 25 (4) pp. 381-406
Burke, C. and Grosvenor, I. (2003) The School I’d Like: children and young people’s reflections on an education for the twenty first century London: Routledge
Carr, D. (1984) ‘Moral Philosophy and psychology in progressive and traditional educational thought’ Journal of Philosophy of Education 8 (1) pp. 41-53
Carr, D. (1988) Knowledge and Curriculum: four dogmas of child-centred education Journal of Philosophy of Education 22 (2) pp. 151-162
Carr, D. (1998) ‘Traditionalism and progressivism: a perennial problematic of educational theory and policy’ Westminster Studies in Education 21 pp. 47-55
Carr, D. (1998) Traditionalism and Progressivism: a perennial problematic of educational theory and policy Westminster Studies in Education 21 pp. 47-55
Central Advisory Council for Education (1967) Children and their Primary Schools London: HMSO
Chapman, J., Froumin, I. and Aspin, D. (1995) Creating and Managing the Democratic School London: Taylor and Francis
Clark, C. (1988) Child-centred Education and the Growth Metaphysics Journal of Philosophy of Education 22 (1) pp. 75-88
Claydon, L. F. (1969) ‘Emile’s Central Ideas’ in: Claydon, L.F. (ed)(1969) Rousseau on Education, London: Collier Macmillan, Chapter 2
Comenius, J.A. (1910) The Great Didactic London: A&C Black.
Courtehope-Bowen, H. (1893) Froebel and Education by Self-Activity London: Heinemann
Cox, C. and Dyson, A. (eds) (1971) The Black Papers on Education London: Davis-Pynter
Cox, C. B. and Dyson, A. E. (eds) (1971) The Black Papers on Education London: Davis-Poynter
Culverwell, E. P. (1913) Montessori Principles and Practice London: G Bell
Cunningham. P. (2001) Innovators, Networks and Structures: towards a prosopography of progressivism History of Education 30 (5) pp. 433-451
Curtis, S. and Boultwood, M. (1965) A Short History of Educational Ideas (4th edition) London: University Tutorial Press Ltd, Ch. XVIII (Montessori)
Dale, R. (1979) From endorsement to disintegration: progressive education from the golden age to the Green Paper British Journal of Educational Studies 27 (3) pp. 191-209
Darling, J. (1986) Child-centred, gender-centred: a criticism of progressive curriculum theory from Rousseau to Plowden Oxford Review of Education 12 (1) pp. 31-40
Darling, J. (1986) Child-Centred, Gender-Centred: a criticism of progressive curriculum theory from Rousseau to Plowden Oxford Review of Education 12 (1) pp. 31-40
Darling, J. (1992) A. S. Neill on Democratic Authority: A Lesson from Summerhill? Oxford Review of Education 18 (1) pp. 45-57
Darling, J. (1992) A. S. Neill on Democratic Authority: a lesson from Summerhill? Oxford Review of Education 18 (1) pp. 45-57
Darling, J. (1993) Child-Centred education and its critics London: Paul Chapman
Darling, J. (1994) Child-Centred Education and its Critics London: Paul Chapman
Demanett, D. (1988) Working with the Spiritual Basis of Waldorf Education Child and Man 22 (2) pp. 11-18
Dewey, J. (1916) Democracy and Education New York: Macmillan and Co
Dewey, J. (1938) Experience and Education New York: Collier Macmillan pp. 17-50
Dewey, J. (1943) Experience and Education New York: Collier Macmillan
Dewey, J. (1956) The Child and the Curriculum and the School and Society Chicago: University of Chicago Press
Dewey, J. (1956) The Child and the Curriculum and the School and Society Chicago: University of Chicago Press
Dobinson, C. H. (1969) ‘Rousseau’s Educational Ideas for children below 12’ Jean-Jacques Rousseau – his thought and its relevance today London: Methuen, Ch. 13
Ellis, T., Haddow, B., McColgan, D. and McWhirter, J. (1976) William Tyndale – the teachers’ story London: The Anchor Press
Entwistle, H. (1970) Child-Centred Education London: Methuen and Co. Ltd
Froebel, F. (1899) Friedrich Froebel’s Education by Development. The second part of the pedagogies of the kindergarten (trans. J. Jarvis) London: Edward Arnold accessible at: http://wordsworth.roehampton.ac.uk/digital/froarc/index/asp
Froebel, F. (1912) Froebel’s Chief Writings on Education (trans. S. Fletcher and J. Welton) London: Arnold accessible at: http://wordsworth.roehampton.ac.uk/digital/froarc/index/asp
Gordon, T. (1986) Democracy in one School? Progressive Education and Restructuring East Sussex: Falmer
Grant, M. (1999) Steiner and the Humours: the survival of Ancient Greek Science British Journal of Educational Sciences 47 (1) pp. 56-70
Grimsley, R. (1988) The Philosophy of Rousseau London: Oxford University Press
Gutmann, A. (1980) Children, Paternalism and Education: a liberal argument Philosophy and Public Affairs 9 (4) pp. 338-358
Harris, M.E. (2002) The Arts at Black Mountain College London: MIT Press
Harwood, A. (ed) (1961) The faithful thinker : centenary essays on the work and thought of Rudolf Steiner, 1861-1925 London: Hodder and Stoughton
Havistock, E. (1997) The Essential Montessori New York: Plume
Horton, A. (1994) Towards Sharpening our understanding of progressivism’ New Era in Education 75 (2) pp. 38-43
Itten,. J. ( 1969) Design and Form: the basic course at the Bauhaus New York: Reinholt
Jervis, M. (1991) Progressive Education for the 1990s. Transforming Practice New York: Teachers College Press
Jones, K. (1983) Beyond Progressive Education London: Macmillan
Liebschner, J. (191) Foundations of Progressive Education – the history of the National Froebel Society Cambridge: The Lutterworth Press
Macbeath, J. and Moos, L. (2004) Democratic Learning: the challenges to school effectiveness London: Routledge
Martin, C. (1993) Rudolf Steiner and the Waldorf Schools Spectrum 25 (2) pp. 119-128
Meyer, A. (1975) Grandmasters of Educational Thought McGraw Hill, chapter 10 on Comenius
Montessori, M. (1912) The Montessori Method: scientific pedagogy as applied to child education in the ‘Children’s Houses’ London: Heinemann
Montessori, M. (1915) The California Lectures of Maria Montessori, 1915, Collected Speeches and Writings Oxford: Clio Press, RG Buckmeyer, ed, pp. 177-194
Montessori, M. (1917) The Advanced Montessori Method: scientific pedagogy as applied to the education of children aged seven to eleven years. Volume 1: Spontaneous activity in education London: Heinemann
Montessori, M. (1949) or (1967) 0r (1988) The Absorbent Mind London: Clio Press
Montessori, M. (1949) The Absorbent Mind London: Clio Press
Montessori, M. (1965) Dr Montessori’s Own Handbook: A short guide to her ideas and materials New York: Schocken Books
Montessori, M. (1972) Discovery of the Child New York, Ballantine.
Montessori, M. (1989) Education for a New World Oxford: Clio Press
Morrison, K. (1989) Bringing Progressivism into a Critical Theory of Education British Journal of Sociology of Education, Vol. 10, No. 1 (1989) pp. 3-18
Murphy, D. (1995) Comenius, Blackrock: Irish Academic Press
Neill, A.S. (1961) Summerhill, Harmondsworth: Penguin
Neill, A.S. (1967) Summerhill London: Penguin
Olson, C. (1966) Selected Writings New York: New Directions
Perry, R. (1967) Bertrand Russell, A. S. Neill, Homer Lane, W. H. Kilpatrick. Four Progressive Educators London: Collier Macmillan
Petrash, J. (1983) A balanced education: anthroposophy and Waldorf Education Child and Man 17 (2) pp. 8-9
Playdon, Z. (2003) Eros as the Educational Principle of Democracy Educational Action Research 11 (2) pp. 329-336
Poling, C. (1986) Kandinsky’s teaching at the Bauhaus New York: Rizzoli
Roehrs, H. (1988) The emergence of the progressive education movement (1855-1955) New Era in Education 69 (1) pp. 14-25
Rogers, C.R. (1969) Freedom to Learn Ohio: Columbus
Rousseau, J. (1993) Emile London: Everyman
Schlemmer, O. (1971) Man: teaching notes from the Bauhaus Mass: MIT Press
Selleck, R. (1968) English Primary Education and the Progressives London: Routledge Kagan Paul
Selleck, R. (1968) The New Education London: Pittman
Shahn, B. (1957) The Shape of Content London: Oxford University Press
Sharp, R. and Green, A. (1975) Education and Social Control – a study in progressive primary education London: Routledge Kegan Paul
Sharp, R. and Green, A. (1975) Education and Social Control: a study in progressive primary education London: Routledge and Kegan Paul
Silcock, P. (1999) New Progressivism London: Falmer
Skidelsky, R. (1969) English Progressive Schools Harmondsworth: Penguin Books
Stachelhaus, H. (1987) Joseph Beuys New York: Abbeville Press
Steiner, (1965) The education of the child in the light of anthroposophy London: Rudolph Steiner Press
Steiner, R. (1967) Discussions with teachers : fifteen discussions with the teachers of the Waldorf school in Stuttgart, August 21st to September 6th 1919 (translated by Helen Fox) London : Rudolf Steiner Press
Steiner, R. (1968) The Essentials of Education London: Rudolph Steiner Press
Steiner, R. (1985/1917) An Introduction to Waldorf Education Spring Valley New York: Anthroposophic Press
Stewart, W. (1972) Progressives and Radicals in English Education 1750-1970 London: Macmillan
Strauss, D.L., (1999) between dog & wolf, Essays on Art and Politics, Brooklyn, NY, Autonomedia
Ulmer, G.L. (1985) Applied Grammatology London: John Hopkins
Woodham-Smith, P. (ed) (1952) Friedrich Froebel and English Education London: University of London Press
Wylie, K. and Hagan, M. (2003) Steiner for the 21st Century: the application of Waldorf principles to mainstream practice Irish Educational Studies 22 (1) pp. 153-164.
