ED242
History and Philosophy
of Progressive Education
Colby College
Spring 2009
Monday
1:00 pm – 3:30 pm
Professor:
Office:
Office Phone:
Office Hours:
Email:
Adam Howard
Diamond 117
859-4428
11:00 am – 12:00 pm; 3:30 pm – 4:00 pm, Monday
11:00 am – 12:00 pm; 3:30 pm – 4:00 pm, Wednesday
1:30 pm – 3:00 pm, Thursday
OR by appointment
adam.howard@colby.edu
Course Description
This course examines the historical and philosophical foundations of progressive education. In
this course, we will study the principles of progressive education that have offered an alternative
to conventional assumptions about teaching, learning, and schooling for nearly a century. We
will examine these progressive principles against the backdrop of standardization and
mechanization that more than ever dominate schools in the United States.
Required Texts
Apple, Michael, & Beane, James (Eds.). (2007). Democratic education: Lessons in powerful
education. Portsmouth, NH: Heinemann.
Dewey, John (1938). Experience and education. New York: Touchstone.
Meier, Deborah (2002) In schools we trust: Creating communities of learning in an era of
testing. Boston: Beacon Press.
One of the Following Groups
Group One:
Montessori, Maria (1912). The Montessori method (translated by Anne Everett George).
Available at: http://digital.library.upenn.edu/women/montessori/method/method.html
Montessori, Maria (1967). The absorbent mind. New York: Henry Holt.
Group Two:
Ayers, William (2003). On the side of the child: Summerhill revisited. New York: Teachers
College Press.
Neil, A. S. (1992). Summerhill School: A new view of childhood. New York: St Martin’s Press.
Group Three:
Steiner, Rudolf (1996). The foundations of human experience. Available at
http://steinerbooks.org/research/archive/foundations_hum_exp/foundations_hum_exp.pdf
Steiner, Rudolf (1995). Waldorf education and anthroposophy I. Available at
http://steinerbooks.org/research/archive/waldorf_ed_anthro_1/waldorf_ed_anthro_1.pdf
Group Four:
Holt, John (1964). How children fail. New York: Pitman.
Holt, John (1967). How children learn. New York: Pitman.
Group Five:
Freire, Paulo (1970). Pedagogy of the oppressed. New York: Seabury Press.
Freire, Paulo (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, MD:
Rowman & Littlefield.
Assignments
Papers. There will be three papers assigned in this course (4-5 pages in length). More
information about these papers will be provided during class when these assignments are
introduced. These papers will be graded according to their content, adherence to directions for
the assignment, (when appropriate) the integration of books, articles, videos, and classroom
discussions, as well as the assigned texts. Papers are expected to be logically organized, with
smooth transitions, free of grammatical errors, and adhere to 5th edition APA style for citations
and format. All papers are expected to be typed, double-spaced, using 12-inch font. Critical
thinking, creativity and attention to detail are essential elements of all assignments!
Readings. To prepare for active participation in class, assigned readings must be completed
before they are scheduled to be discussed in class. It is recommended that you take reading notes
and bring them to class.
Personal Statement. Students are required to write a personal statement essay (approx. 2 pages
in length) wherein they describe their thoughts about the purposes of education. Following David
Purpel’s suggestion that the most important educational questions are the really the same as the
most important questions we have of life, students should address the following questions in this
statement: Who are you? What’s important to you? What goals do you have in life? Once you
have explored some of these general questions about your life then consider the ways that your
philosophy of life influences your thoughts about education and schooling – that is, your
philosophy of education.
Book Group Presentation. This assignment follows the “jigsaw” method. Just as in a jigsaw
puzzle, each piece--each student's and each group’s part--is essential for the completion and full
understanding of the final picture. Here is how it works: students divide in groups, the group
selects one group of books (listed at the beginning of this syllabus) and the group prepares a
lesson to teach the rest of us about those books and the various issues/topics/themes addressed in
them. The groups should make their presentations/lessons interesting, creative, and informative.
The groups may give the rest of us assignments before the lesson to prepare for and facilitate our
learning experience. Each group will decide the focus and content of their lesson.
Reading Responses. Students will write four short reading response papers in this course
(approx. 2-3 pages in length). These responses must show evidence that the student has engaged
in a critical reading of the assignment as well as expressing a personal opinion constructed in
response to the arguments and/material presented in the readings. These responses require
students to discuss their positions critically, NOT to describe or reiterate those positions.
Annotated Bibliography. Students will prepare an annotated bibliography of at least 10 sources.
Your bibliography should meet the following criteria:
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At least 3 of your sources must be web sites or web pages
You must include a variety of types of sources (journal articles, newspaper articles,
books, etc.).
 You must include sources that provide a variety of perspectives on the problem you
have selected.
 Do not include encyclopedia or dictionary or Wikipedia entries (You may consult
these to learn background materials about your topic, but they will not count as one of
your 10 sources)
Your annotations should do the following:
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summarize the source (chapter, book, article, or the like).
identify the piece's argument (or main point)
rely primarily on your own words and phrasing—use summary and paraphrase.
discuss the source’s strengths and weaknesses. For instance, does the item offer a
good introduction to the issue? Do you find the piece accessible or is it geared to a
more specialize audience?
Each annotation should be no more than ½ page, single spaced.
Class Project. Students will work in groups to design a school or develop a curriculum for a
local education program. Each group will be responsible for one area of the larger project. At the
beginning of the semester, the class will make decisions about the requirements for this
assignment.
Self-Evaluation. At the end of the semester, students are required to write a reflective selfevaluation speaking to the student’s intellectual and personal growth during the semester. In
order to do this effectively, it is advised that students read through all their written assignments
and to critically reflect on how one’s thinking has changed (if, indeed, it has) through the
experience of this course.
Course Expectations
Attendance and effective participation are expected. Students are expected and required to
attend every class meeting. It is advised that students take this requirement seriously. If a student
must be absent from a class meeting, then the student should contact and notify the professor that
she/he will be absent before the class meets. The professor will determine the validity of the
reason for the absence.
Demonstrated knowledge of all reading assignments. Readings will be assigned to correspond
with class topics, concepts, skills, and experiential exercises. The books for this course have been
chosen to reflect current educational practice, methodology and research. It is expected that
students will approach the assigned reading material reflectively and critically. Students are,
therefore, expected to utilize information from the readings, in class discussions as well as, when
processing of simulations in order to analyze, synthesize and integrate assigned reading material
in course assignments. To prepare for active participation in class, assigned readings must be
completed before they are scheduled to be discussed in class. It is recommended that you take
reading notes and bring them to class. Connections to readings outside of this class are
encouraged and welcomed; however, they are not substitutes for the required texts or assigned
readings. Failure to incorporate readings and/or the assigned text into papers will result in a
lower point value.
Meeting deadlines for the submission of the assignments. Unless negotiated differently as a
class and in advance, it is expected that assignments are due on the date listed in the syllabus.
Assignments received more than 1 week after the due date will have one point deducted per day
for each day that the assignment is late. In addition, if you are late, expect that your assignment
will be returned late.
Being a responsible member of a group. There is a lot of collaboration in this course. It is
expected that each student contributes significantly and regularly to the work and efforts of
his/her group. Professor will make efforts frequently to determine whether each member of the
group is fulfilling her/his responsibilities to the group. If professor determines that a student is
not meeting his/her responsibilities as an effective member of a group, then the professor will
determine a fair and accurate assessment (i.e., grade) for that student’s contributions to the
assignment(s).
Grading and Point Distribution
Distribution of Points
Papers (10 points each)
30
Personal Statement
5
Book Group Presentation
5
Annotated Bibliography
10
Reading Responses
10
Class Project
35
Self-Evaluation
5
Total
100
Letter Grade Distribution
90-100
A
80-89
B
70-79
C
60-69
D
Below 60
F
Note: Professor may assign a plus (+) or a minus (-) to letter grades based upon a student’s class
participation throughout the semester.
What the Grades Mean
A= Work that goes beyond the requirements of the assignment by adding insight, creativity
and/or particularly thoughtful analysis. Demonstrates a comprehensive command of the course
material, and exceptional ability to make connections, and a superior ability to organize and
express ideas.
B=Work that adequately meets the requirements of the assignment. Demonstrates a solid
command of the course material, an ability to apply concepts to the real world with only minor
problems, and good organization and expression of ideas.
C= Work that partially meets the requirements of the assignment. Demonstrates acceptable
command of the course material, a basic ability to apply concepts to the real world with some
gaps and problems, and moderate skill in the organization and expression of ideas.
D=Work that marginally meets the requirements of the assignment. Demonstrates little command
of the course material, minimal attempt to apply concepts to real world, and limited ability to
organize and express ideas.
F= Work that does not meet the requirements of the assignment. Demonstrates no command of
the course material, unable to appropriately or consistently apply concepts to the real world, and
insufficiently organizes and expresses ideas.
Schedule
February 9, 2009
Topic: A Conceptual Map: Categories of Progressive Education
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Course Introduction
Select Book Groups
Developing Our Philosophy of Education Statements
February 16, 2009
Topic: Historical and Political Context of Progressive Education
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Read “Educational Alternatives: A Map of Territory” by Ron Miller (available at:
http://www.pathsoflearning.org/articles_Educational_Alternatives.pdf)
Sharing Our Philosophy of Education Statements (Statements Due)
Read sections from Ron Miller's What Are Schools For?
Read John Taylor Gatto’s “Against School: How Public Education Cripples Our Kids,
and Why” (available at: http://www.johntaylorgatto.com/hp/frames.htm)
Read “Holistic Education in a Prophetic Voice” by David Purpel
Optional: Read sections from Horace Mann’s Life and Works of Horace Mann (available
at: http://www.archive.org/details/lifeworksofhorac03manniala) (Report for 1845)
February 23, 2009
Topic: Early Learner-Centered Educators and Theory
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Introduce Paper #1
Read John Dewey’s Experience and Education
Read Dewey’s “My Pedagogical Creed” (Available at:
http://dewey.pragmatism.org/creed.htm)
Read Jean-Jacques Rousseau on Nature, Wholeness and Education by Michele Doyle and
Mark Smith (Available at: http://www.infed.org/thinkers/et-rous.htm)
Reading Response #1 due
Optional: Read sections from Rousseau’s Emile (Book One; Available at:
http://www.ilt.columbia.edu/pedagogies/rousseau/em_eng_bk1.html)
March 2, 2009
Topic: Freedom to Learn: Free Schools, Democratic Schools, Unschooling
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Read Michael Apple and James Beane’s Democratic Schools
Read Interview with John Holt
Optional: Read Michael Apple’s “The Cultural Politics of Home Schooling”
Optional: Read from Brian Ray’s “Home Schooling for Individuals’ Gain and Society’s
Common Good”
Group 4 Presentation
March 9, 2009
Topic: Progressive Alternatives: Social Constructivist
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Read David Elkind’s “The Problem with Constructivism”
Read from Jamin Carson’s “Objectivism and Education: A Response to David Elkind’s
‘The Problem with Constructivism’”
Read “Piaget’s Constructivism, Papert’s Constructionism: What’s the difference” by
Edith Ackermann (available at:
http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf)
Paper #1 Due
Group 2 Presentation
Introduce Annotated Bibliography
March 16, 2009
Topic: Critical Pedagogy
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Group 5 Presentation
Introduce Paper #2
Reading Response #2 due
Read “Critical Pedagogy and Cultural Power: An Interview with Henry A. Giroux”
Read “Cultural Studies, Resisting Difference, and the Return of Critical Pedagogy” by
Henry Giroux
Watch Joe Kincheloe’s Interview with Henry Giroux (Available at:
http://freire.mcgill.ca/category/topic-tags/henry-giroux-critical-pedagogy-joe-kincheloevideo-interview)
Read “Introduction” & “Engaged Pedagogy” by bell hooks
March 30, 2009
Topic: Spiritual Development: Montessori, Steiner and others
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Group 1 Presentation
Group 3 Presentation
Read “Partial Vision in Alternative Education” by Ron Miller (available at:
http://www.waldorfcritics.org/active/articles/partial_vision_in_altern.htm)
Browse the following website: http://www.waldorfcritics.org/active/articles.html (Pick
any two articles to read)
Read “Nourishing the Spiritual Embryo” by Ron Miller (available at:
http://www.pathsoflearning.org/articles_Montessori.pdf)
Optional: Read “Goodness, vocation, and engagement in the Montessori method” by
Jacqueline Cossentino
April 6, 2009
Topic: Community-Based Learning
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Paper #2 due
Reading Response #3 due
Spotlight: Highlander Center (visit: http://www.highlandercenter.org/)
Read sections from Myles Horton’s The Long Haul
Read sections from Illich’s Deschooling Society
April 13, 2009
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No Class: Professor is attending the American Educational Research Association
Conference.
Annotated Bibliography Due
April 20, 2009
Topic: Critical Perspectives on Learner-Centered Education and Responses
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Introduce Paper #3
Read “Skills and Other Dilemmas of a Progressive Black Educator,” “The Silenced
Dialogue,” & “Education in a Multicultural Society” by Lisa Delpit
Read Egan’s “What is wrong with progressivist principles of learner”
Read “Conflicted Pedagogical and Curricular Perspectives of Middle-Class Mothers” by
Ellen Brantlinger
April 27, 2009
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Read Deborah Meier’s In Schools We Trust
Read “The Failure of School Reform” by John Holt
Reading Response #4 due
May 4, 2009
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Paper #3 due
Class Project due
Self-Evaluation due
Read section from Palmer’s Courage to Teach
Final Exam Day