1. The Progressive Era  Objectives:  Understand the strands of progressive education in its historical context  Understand the impact & influence of progressive education

2. Urbanization  America changes from being mostly rural to being strongly urban Immigration Increase in people from Eastern Europe and Asia (specifically China) Implementation of racist, pseudo-scientific (Social Darwinism) immigration policies Eugenics movement Immigration quotas

3. Industrialization Taylorization: Scientific Management & The Cult of Efficiency Deskilling of industrial labor Women and office work Response by labor Formation of unions and use of strikes/work stoppages Populism Socialism

4. Sought to solve conflict between labor and capital through government regulation  Didn’t alter power relation; wasn’t redistributive Centralized economic and political power in hands of appointed, not elected, federal officials Centralization hallmark of Progressive era at all levels of government

5. Natural Law Move from absolute to contingent explanations Scientific Rationality Emphasis on scientific method as measure of reasonability and emphasize expert knowledge Contrast with Jefferson’s idea of common person’s rationality and ability to make public decisions Progress No longer seen as inevitable

6.  Ethics ◦ Emphasis changes from being a virtuous person to being a good citizen  Nationalism ◦ Greater emphasis on national identity; viewed as unifying influence  Freedom ◦ Positive freedom: increase in government involvement in society  Opposed to negative freedom: lack of government interference in one’s life

7. General Points of agreement  ~1900-1920  Response to urbanization, industrialization, and immigration  Based in “new liberalism”  Shaped by new approaches to psychology  Favored child-centered curriculum over traditional curriculum ◦ Student activities and interests v. rote memorization

8.  Developmental Democracy: Direct participation by all citizens in the decision-making processes of political and economic life and, once begun, this would develop individual and social capacities for problem solving through rational means. Student interests and activities defined curriculum.  Social Efficiency: Focused on achieving an orderly society in which political and economic institutions represented the interests of the governed through the application of the best principles of scientific knowledge and expertise. A differentiated curriculum based on demonstrated ability was argued for.

9.  Education is a social process; education is growth; education is not a preparation for life but is life itself.

11. Believed that for education to be most successful, it is necessary that people participate in democratic forms of life Nature of the child Actively social; constructive; creatively expressive; curious and inquiring Classroom was a place where children worked together to find and fulfill their own purposes Place where they, with a teacher’s guidance, solved their own problems/obstacles in learning a subject Connected classroom activities to life experiences

12. Argued against a strict vocational education But for using various vocations as a way to educate This way classroom visibly reflects social environment Key ideas: Experience and Interest Children come to school with ready-made experiences and interests

13.  “You cannot separate the life of the teacher and the life of the student, if you know what you are about.”

14. Elliot’s educational objectives: Social stability : business friendly, thought vocational education would accommodate workers to realities of managed workplace Also increase in electives and extracurricular clubs Employable skills : skills and attitudes for the industrial workplace; emphasis on vocational education Gendered course offerings Introduction of tracking

15. Educational objectives Equal educational opportunity: idea that everyone receives or has the equal opportunity to receive the education appropriate to them Meritocracy: appeal to “expert” knowledge and the education for future leaders To be determined through merit or ability to rise to the top Introduction of IQ and standardized tests

16.  “We should give up the exceedingly democratic idea that all are equal and that our society is devoid of classes. The employee tends to remain an employee; the wage earner tends to remain a wage earner…One bright child may easily be worth more to the National Life than thousands of those of low mentality.”

17. You Should Always Help Someone in Need? Parting Consideration

18. Thou Shall Not Kill? Parting Consideration

19. List 2 or 3 things we can relate from Dewey’s philosophy to your life Let go of the notion of failure Be reflective Focus on the experience Being present to what we are doing

20. What has been the Progressive Legacy? Child-centered, hands-on pedagogy Misunderstanding of Dewey Social Efficiency and Scientific Management Classroom setting Increased centralization and bureaucratization