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Urban, American Education. “Organizing the Modern School System” 1890-1915. Objectives . · Better understand the economic, economical, and political context of the progressive era Become familiar with the author’s definition progressivism
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Urban, American Education “Organizing the Modern School System” 1890-1915
Objectives • · Better understand the economic, economical, and political context of the progressive era • Become familiar with the author’s definition progressivism • Understand the difference the author’s make between Developmental Democracy & Social Efficiency. Become familiar with some of these figures, and their accomplishments • Understand curricular differentiation, how this differed from what had been accomplished in the common schools, and what the effects were on schooling.
Economic, Social, and Political context monopolies, or “trusts,” dominated the economy; Roosevelt and Wilson attempted to either regulate or dismantle trusts; also, union activity is occurring -political “machines” would dominate political scene, often based on bribes and connections; reform was designed to replace elected corrupt officials with professional administrators -influx of immigrants caused many social reformers to adopt “Americanization” programs, thereby training immigrants in American ‘culture’ (pp. 196-200)
Discussion Questions Consider the progressive education movement and its role in establishing precedents for the contemporary model of schooling. What aspects of progressive era reform do you see represented in today’s schools? What is the relationship between educational change and political agendas?
Progressivism -liberal progressivism: “sought social justice by casting off restrictions of one kind or another” -conservative progressivism: “sought social order through rational management by trained experts”; most reforms of this time were conservative (p. 201)
Progressive Education-Progressivism in education was caused by a drastic increase in public schools. -Centralization of school based on assumption that schools were “rife with political corruption and unable to educate their students effectively” -Control of schools were consolidated to the “next higher level,” often a district or city-wide school board; Effectively removed control from teachers, principals, and schools; -Centralization ran according to the same principles as any large corporation characterized as a “cult of efficiency” (p. 206); those constituting school board members were professionals, not educators. -Created the need for specialization in education and the role of the superintendent
-Social Efficiency: • sought restructuring of school administration; • Administrative progressives sought restructuring of school administration, often conservative in nature. Centralization of school based on assumption that schools were “rife with political corruption and unable to educate their students effectively” • Control of schools were consolidated to the “next higher level,” often a district or city-wide school board. Effectively removed control from teachers, principals, and schools. • Ellwood Cubberly, a progressive education at Stanford, that, “Our schools are, in a sense, factories in which the raw materials are to be shaped and fashioned into products to meet the various demand of life. The specifications for manufacturing come from the demands of the 20th century civilization, and it is the business of the school to build its pupils to the specifications laid down.” Note again that social and economic influences are driving education.
Ellwood Cubberley • “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.”
Curricular Differentiation -“reversed, rather than built on, what had been accomplished in the common schools.” (p. 208). Rather than a common curriculum, it was diversified for specialized roles and were largely uncommon, based on economical needs for specialized, differentiated roles -Committee of Ten: report issued that emphasized a common, classical curriculum for all students, but students could choose the course of study; was the same for future workers and college students—was never accepted
Curricular Differentiation -Instead, Vocational education: National Society for the Promotion of Industrial Education (NSPIE), wanted “to link schooling to employment” (p. 211), essentially “tracks” were developed for those in higher education, and those in vocational or labor-based employment -Students were tracked by way of standardized tests-Immigration: seen as source for poverty and corruption, a threat to traditional American values, schools were thus induced to “Americanize” immigrant students
-Pedagogical Progressives: • -Sought restructuring of education and instruction; • Seeks to bring all citizens into the governing and decision-making process. As such pedagogical progressivism can be characterized by the following four tenets: • it rejects the classical curriculum in favor of a varied, undetermined curriculum that is based on the needs and interests of students; learning is based on activities rather than rote; • schooling should reflect changing social conditions; • the primary aim of education is to help alleviate social problems. • John Dewey is the most vocal, well-known advocate of this type of education. His nature of the child is similar to Rousseau: children are naturally constructive, they are active socially, creative and curious – all of which drives education (108).
Ella Flagg Young • “You cannot separate the life of the teacher and the life of the student, if you know what you are about.”
John Dewey • Education is a social process; education is growth; education is not a preparation for life but is life itself.
Discussion Question What were the significant changes that progressive educators introduced into publicschools?
Objectives • · Better understand the economic, economical, and political context of the progressive era • Become familiar with the author’s definition of liberal progressivism & conservative progressivism. • Understand the difference the author’s make between administrative progressives & pedagogical progressives. Become familiar with some of these figures, and their accomplishments • Understand curricular differentiation, how this differed from what had been accomplished in the common schools, and what the effects were on schooling.
