Radical Schoolteachers and the Origins of the Progressive Education Movement in Germany, 1900-1914

2000 ◽  
Vol 40 (1) ◽  
pp. 22 ◽  
Author(s):  
Marjorie Lamberti
Keyword(s):  
Progressive Education ◽  
Education Movement ◽  
Progressive Education Movement

Babies and Bathwater: Two Experiential Heresies

1980 ◽  
Vol 3 (1) ◽  
pp. 6-12 ◽  
Author(s):  
Theodore F. Wichmann
Keyword(s):  
Experiential Education ◽  
Progressive Education ◽  
Early Death ◽  
Education Movement ◽  
Progressive Education Movement

Is the Experiential Education Movement doomed to an early death like its predecessor the Progressive Education Movement? The author argues that heresies evident in the literature of the Experiential Education Movement militate against its survival.

scholarly journals The “Educational Laboratory”: American Educators Visit Soviet Schools, 1925–1929

2021 ◽  
Author(s):  
Hannah Lindsay Rudderham
Keyword(s):  
Soviet Union ◽  
Educational Reform ◽  
John Dewey ◽  
Progressive Education ◽  
Education Movement ◽  
The Soviet Union ◽  
The World ◽  
The Future ◽  
Key Factor ◽  
Progressive Education Movement

Progressive educators who travelled to the Soviet Union in the 1920s were often enthusiastic about the schools they visited, despite the fact that early Soviet educational reform had been chaotic and largely unsuccessful. The accounts of five such visitors, John Dewey, Scott Nearing, Lucy L.W. Wilson, Carleton Washburne, and George S. Counts are examined here. They show that this discrepancy between perception and reality was not the result of naivety or even self-censorship. Rather, I argue that the progressive education movement’s utopian outlook was a key factor in these educators’ reception of Soviet schools, enabling them to recognize serious shortcomings, while maintaining they were among the most important schools in the world. In their orientation to the future, they viewed Soviet schools as a laboratory, whose findings could advance the cause of the broader progressive education movement. 

The Progressive Education Movement after World War I

1971 ◽  
Vol 11 (1) ◽  
pp. 79 ◽  
Author(s):  
Helen L. Horowitz ◽  
Patricia Albjerg Graham ◽  
C. A. Bowers
Keyword(s):  
World War I ◽  
Progressive Education ◽  
World War ◽  
Education Movement ◽  
Progressive Education Movement

scholarly journals Memoria e educação: "O Espírito Victorioso", de Cecília Meireles

2019 ◽  
Vol 77 (187) ◽  
Author(s):  
Yolanda Lobo
Keyword(s):  
Progressive Education ◽  
Main Axis ◽  
Social Spaces ◽  
Vernacular Literature ◽  
Social Form ◽  
Education Movement ◽  
The Social ◽  
Proper Name ◽  
Distrito Federal ◽  
Progressive Education Movement

Procura reconstituir a trajetória de Cecília Meireles, uma das pioneiras da Escola Nova, focalizando três estações por ela percorridas cujo eixo principal é sua tese O Espírito Victorioso, com a qual se submete ao concurso público para ocupar a cátedra de Literatura Vernácula da Escola Normal do Distrito Federal. O nome próprio Cecília Meireles representa a forma socialmente instituída que lhe assegura a constância através do tempo e a unidade através dos espaços sociais, que são a manifestação de sua individualidade nos mais diversos campos: educacional, jornalístico e literário, isto é, em todas as suas histórias possíveis. A moldura do movimento da Educação Nova que se desejava implantar foi, em parte, obra plástica de Cecília Meireles. Abstract This article is intended to reconstruct the trajectory of a pioneer of the Progressive Education Movement in Brazil, whose name is Cecília Meireles. It highlights the three seasons that she went through, which the main axis is her thesis on The Victorious Spirit. This thesis made it possible for her to go through the examination to occupy the chair of Vernacular Literature at Escola Normal do Distrito Tederai. The proper name Cecília Meireles portrays the institutionalized social form that assures her constancy through the years and the unity through the social spaces, which are the manifestation of her individuality in various fields: Educational, Journalistic and Literary; that is to say, in all her possible histories. The Progressive Education movement's molding, intended to be implanted, was, in part, Cecília Meireles ' plastic art. Résumé Le travail essaye de reconstituer la trajectoire de Cecilia Meireles, une des pionières de l'Ecole Nouvelle, en y détachant trois saisons par elle parcourues dont l'axe principal c'est sa thèse L'Esprit Vainqueur, avec laquelle elle se soumet au concours pour occuper le Cadre de Littérature Vernacule de l'Ecole Normale du Distrito Federal. Le nom propre Cecília Meireles représente la forme socialement instituée que lui assure la continuité dans le temps et l'unité à travers les espaces sociaux, qui sont les manifestations de son individualité dans plusieurs champs: l'éducatif le journalistique et le littéraire, c 'est-à-dire, dans toutes ses histoires possibles. L'encadrement de l'Ecole Nouvelle qu'on voulait implanter a été, en partie, une oeuvre plastique de Cecília Meireles. Resumen El trabajo busca reconstituir la trayectoria de Cecília Meireles, una de las pioneras de Ia Escuela Nueva, destacando tres estaciones recorridas por ella cuyo eje principal es su tesis "El Espíritu Victorioso ", con la cual se somete al concurso para ocupar la Cátedra de Literatura Vernácula de la Escuela Normal del Distrito Federai. El nombre propio Cecília Meireles representa la horma socialmente instituida que le asegura la constancia a través del tiempo y la unidad a través de los espacios sociales, que son la manifestación de su individualidad en los más diversos campos: educacional, periodístico y literario, es decir, en todas las sus historias posibles. La moldura del movimiento de la Escuela Nueva que se deseaba implantar fue, en parte, obra plástica de Cecília Meireles.

scholarly journals Educating for Peace: The Role and Impact of International Organisations in Interwar and Post-War Danish School Experiments, 1918–1975

2015 ◽  
Vol 2 (2) ◽  
pp. 3-25
Author(s):  
Karen Egedal Andreasen ◽  
Christian Ydesen
Keyword(s):  
Progressive Education ◽  
Research Question ◽  
International Organisations ◽  
Theoretical Concepts ◽  
School Practices ◽  
International Networks ◽  
Knowledge And Practice ◽  
Danish School ◽  
Post War ◽  
Progressive Education Movement

In the aftermath of the two world wars, strong international networks and organisations manifested themselves with promotion of peace through education on their agenda. Danish pedagogical experiments and experimental schools were strongly influenced by these trends and played a role in subsequent school practices and policies. Drawing on the notions of “the transnational” and “trading spaces” as well as the theoretical concepts of transfer, translation, and transformation, this article addresses the following research question: How were international ideas, knowledge and practice of promoting peace through education transferred, translated, and transformed in Danish school experiments in interwar and post-war scenarios? In exploring this question, the article uses transnational and Danish archival sources as well as journals and reports linked to the Danish progressive education movement. Thus, the article contributes to our understanding of the entanglements of educational ideas and to how trends of internationalisation and globalisation work.

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