Progressive to Traditional Education Models

Schools across North America at present can be situated on a continuum extending between the limits of completely progressive and completely traditional – or, more accurately, on a continuum reflecting the various components of each model (Kohn, 2008). For many generations, the traditional educational model was and continues to be widely accepted and practiced (Wile, n.d). Teachers who practice this approach to teaching are concerned with transmitting a body of factual and cultural knowledge to students. The curriculum traditionally emphasizes the importance of textbooks to obtain knowledge and the accuracy of the learner's understanding of said knowledge, which is objectively tested or measured at the end of term (Kohn, 2008). Progressive principles have never been the predominant mode of teaching, state systems of common or public schooling primarily attempted to achieve cultural uniformity, not diversity, and to educate dutiful, not critical citizens. The term “progressive” arose in the 1890s and was further studied and enforced by the philosopher and educator, John Dewey (Gutek, 1991). In the 21st century, progressive educators have pursued ideas and practices that aim to make schools more effective agencies of a democratic society; this entails participation by all citizens in social, political and economic decisions that will affect their lives. To achieve this, educators encourage free activity, learning through experience, and a student-centered curriculum to cultivate individuality, equality and diversity (Columbia University, 2013). While Dewey circulated his ideas in numerous works, lectures, and articles, and went so far as to establish a Laboratory School to test his theories, there was still strong resistance agains...

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...In Sociology of Education, Stephen Ball writes that the average middle-class parent prefers the practices investigated in progressive education (Ball, 2000, p.1585), where their child is strongly encouraged to cultivate their individuality (Bruce, 2013, p.7). Teaching techniques and approaches that are presently being used through community-based learning, hackschooling and homeschooling are strongly correlated to Dewey’s fundamentals outlined in progressive education. Through these deviant techniques students are given the capacity to care about their work to further motivate them as Dewey’s dualism suggests. Modern teaching techniques are not hindering students; rather, they are fostering individual growth and enriching the student experience through cooperative and democratic inquiry, enabling students to pursue an uncertain future that they express interest in.