About Progressivism
The philosophy of Progressivism focuses on the learner and relating their interests to the curriculum. Progressivism takes a "teaching to the whole child" approach, meaning the learner's needs are met emotionally, intellectually, physically, and cognitively. Progressivism also focuses on making learning relevant. For example, a progressivist would teach their students everyday life skills.
A Psychologist's Perspective on One Demension of Progressivism
Carl Ransom Rogers (January 8, 1902 – February 4, 1987) was an influential American psychologist and among the founders of the humanistic approach (or client-centered approach) to psychology. In other words, he emphasized a one on one relationship between the therapist and the client creating a form of transcendence. He introduced the idea of a facilitator (a guide that supports, directs, and aids through a non-threatening learning atmosphere where risk-taking and trust can develop). According to Rogers, a facilitator of learning needs to possess three essential attitudes “to remove relational distance and barriers that so frequently have existed between teacher and learner”: realness/genuineness, prizing/unconditional positive regard and empathetic understanding (66). Realness/Genuineness “requires the teacher to break the status quo and to draw out and draw from one’s authentic self…without presenting affront a facade” (66-67). Prizing/unconditional positive regard is when the teacher puts trust in their learners valuing their feelings, opinions, and person. Lastly, empathetic understanding is when a facilitator makes the effort to understand things from the learner’s perspective.
The idea of a facilitator and these attitudes have clear ties to progressive education philosophy. “Progressivism is based on the belief that education should be child-centered rather than focused on the teacher or the content” (Philosophical Foundations of American Education, 140). It has the end goal of not only transmitting knowledge about the existing social order but to also reconstructing it as well. Progressivism philosophies are essentially trying to “attach primary importance to the kind of experiences students have [in learning]” (Philosophical Foundations of American Education, 146). It is the idea of “try[ing] to fit the school to the child, rather than…fitting the child to the school” (Pratt 1948, 8) and in Roger’s eyes it is the facilitator’s job to create that environment. The facilitator job is being the “guide on the side rather than the sage on the stage” that promotes the idea of “learner-centered education” and emphasizes a two-way flow of information. It is creating circumstances that allow the learner to learn as well as to discover how to learn, putting trust in learners, providing resources and tools and prizing their feelings, opinions and their person produces a sense empowerment.
Promoting a curriculum that develops skills that are directly applicable, stimulates the learner’s imagination, through lessons that are out-of-doors, service, and other community projects takes empathetic understanding. With this third attitude the facilitator is able to create a curriculum that is aligned with the learner’s interests and background motivating the student to be truly involved and learn through action. It is necessary for the facilitator to have a be respectful, caring, and positive attitude towards the student’s unique contributions. Having “extensive [real] interactions between teacher and student and among students themselves” allows the student to feel comfortable to participate and hence develop social as well as personal values.
The idea of a facilitator and these attitudes have clear ties to progressive education philosophy. “Progressivism is based on the belief that education should be child-centered rather than focused on the teacher or the content” (Philosophical Foundations of American Education, 140). It has the end goal of not only transmitting knowledge about the existing social order but to also reconstructing it as well. Progressivism philosophies are essentially trying to “attach primary importance to the kind of experiences students have [in learning]” (Philosophical Foundations of American Education, 146). It is the idea of “try[ing] to fit the school to the child, rather than…fitting the child to the school” (Pratt 1948, 8) and in Roger’s eyes it is the facilitator’s job to create that environment. The facilitator job is being the “guide on the side rather than the sage on the stage” that promotes the idea of “learner-centered education” and emphasizes a two-way flow of information. It is creating circumstances that allow the learner to learn as well as to discover how to learn, putting trust in learners, providing resources and tools and prizing their feelings, opinions and their person produces a sense empowerment.
Promoting a curriculum that develops skills that are directly applicable, stimulates the learner’s imagination, through lessons that are out-of-doors, service, and other community projects takes empathetic understanding. With this third attitude the facilitator is able to create a curriculum that is aligned with the learner’s interests and background motivating the student to be truly involved and learn through action. It is necessary for the facilitator to have a be respectful, caring, and positive attitude towards the student’s unique contributions. Having “extensive [real] interactions between teacher and student and among students themselves” allows the student to feel comfortable to participate and hence develop social as well as personal values.
Our Take on Progressivism
LucianaI had a teacher in in senior year that fits perfect with the description of a facilitator because he provided situation in the classroom where our only grade would consist on giving our input about a question, scenario, quote, passage, etc. He provided resources that were extremely interesting and could potentially create a debate among the students. When we were stuck he would guide us and try to make us think outside the box. He centered the class on the learners and made us present by providing situations where lessons were in the classroom and out-of-doors. For example, at the beginning of the year he took us to plant trees to shows how our knowledge would grow through the year. He was successful at tying a concept we were learning about with each individual’s life which is the whole idea of progressivism: aligning the learners interest and backgrounds to develop a whole learner through lessons that are made relevant in real life.
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CeciliaDuring my freshman year of college I took a Relief Printmaking class. This class was an intense, studio art class that required several hours of work each week. The instructor of the class would give us free reign to create whatever was on our mind without any limitations. This freedom allowed me to create meaningful, inspiring pieces of art that I did not know I was capable of. Whenever I had a creative block, my instructor was always quick to intervene and facilitate me to create something amazing. Because of the freedom my instructor gave, my class formed a strong bond through artwork.
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MeganI had only one class in high school that I think fit my needs and interests. It was my marine science class, and I think I took to it so easily because it was something I was interested in and taught in a way that made sense to me. The whole class was student centered and gave us the tools we needed to succeed in the class. If all of my classes in school were like that, I think I would have enjoyed school a lot more. Now, I did enjoy school, but it just came so easy to me that I was just going through the motions and not really learning anything. I cannot even tell you half of what I learned in high school, yet I can tell you a lot of what happened in that one marine science class. It was all because my teacher created that environment where the learners’ interest (or at least my interests) were at the center of the learning experience. I am going to be a high school biology teacher and I know all of the information is tough to get through. I strive to make my classroom fun and interesting so that it appeals to my students’ needs and make their learning the center of the curriculum.
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PatrickI would be years removed from school before I had a humanistic focused facilitator in my life. I started to see a psychologist in order to become better at interpersonal relationships and to work on cognitive behavior. My psychologist used techniques and approaches that often centered around what I was doing, thinking, or feeling. It was the first time that I started to analyze and reflect on how my actions affected others. I also started to become aware of why I acted in a certain way. The psychologist was very patient and supportive through this whole process. I felt like he truly cared about me and my well being. Our relationship was instrumental in my personal growth and development.
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An Example of Progressivism in the Media
This clip from the movie School of Rock (2003) exemplifies progressivisim because the students learned a deeper awareness of the value of teamwork. The teaching made the learning kinesthetic because the students are actually involved in the learning and learning by doing. Furthermore, the teacher is developing their cooperation and collaboration through teamwork.
