“Progressive Education” followed by subverting the “Standardistas” and the “Testingnazis”
By my brilliant colleague Bill Schubert
The heart and soul of progressive education is much more than simple catering to the surface interests of children. It taps the desire of every human being to imagine and create meaningful lives. We all wonder what is worth needing, knowing, experiencing, doing, being, becoming, overcoming, sharing, and contributing. Children are no exception to such wondering, questioning, and constructing who they are. It is reflected in the essence of their play which is their serious and joyful work. Progressive education affords opportunity for learners and teachers to extend this wondering on journeys to become more fully human and contribute to the betterment of the world. Concepts such as more fully human and betterment of the world are not settled, always problematic, and always in the making. Thoughtful reflection on them with others builds community. To pursue such questions requires development of skills and knowledge. So the basics are surely part of a progressive education. However, they are not learned in advance and later applied; rather, they are learned because it becomes clear to learners that skills and knowledge are essential to the quest – the journey of growth.
Some say that a progressive orientation requires a separate curriculum for each student and is therefore impractical. However, when students learn that they can consider together paths to becoming better human beings, their efforts often coalesce around great human concerns: birth, love, death, success and failure, justice, prejudice, anxiety, angst, tradition, beauty, goodness, and more. In such concerns shared interest is discovered. Projects emerge and are pursued by individuals “Progressive Education” followed by subverting the “Standardistas” and the “Testingnazis” | Bill Ayers:
The heart and soul of progressive education is much more than simple catering to the surface interests of children. It taps the desire of every human being to imagine and create meaningful lives. We all wonder what is worth needing, knowing, experiencing, doing, being, becoming, overcoming, sharing, and contributing. Children are no exception to such wondering, questioning, and constructing who they are. It is reflected in the essence of their play which is their serious and joyful work. Progressive education affords opportunity for learners and teachers to extend this wondering on journeys to become more fully human and contribute to the betterment of the world. Concepts such as more fully human and betterment of the world are not settled, always problematic, and always in the making. Thoughtful reflection on them with others builds community. To pursue such questions requires development of skills and knowledge. So the basics are surely part of a progressive education. However, they are not learned in advance and later applied; rather, they are learned because it becomes clear to learners that skills and knowledge are essential to the quest – the journey of growth.
Some say that a progressive orientation requires a separate curriculum for each student and is therefore impractical. However, when students learn that they can consider together paths to becoming better human beings, their efforts often coalesce around great human concerns: birth, love, death, success and failure, justice, prejudice, anxiety, angst, tradition, beauty, goodness, and more. In such concerns shared interest is discovered. Projects emerge and are pursued by individuals “Progressive Education” followed by subverting the “Standardistas” and the “Testingnazis” | Bill Ayers: