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Progressive education was a revolt against the traditional schools of the United States those existed at the beginning of 19th century. It grew from the belief that schools had failed to keep pace with rapid changes in American life. The traditional school says Dewey, “Stressed specific subjects-reading, writing, arithmetic, geography, history, and grammar. The teacher lectured or dictated a lesson, and the students copied it in their notebooks.
The students then learned by heart what was in their note-books and recited what they learned from their textbooks. The teacher en-forced order and quiet except for recitation periods. Students sat at rows of desks fastened to the floor, and they could not move or talk without permission.”The term “progressive education” has been used to describe ideas and practices that aim to make schools more effective agencies of a democratic society.
Although there are numerous differences of style and emphasis among progressive educators, they share the conviction that democracy means active participation by all citizens in social, political and economic decisions that will affect their lives.
Progressive educators tried to reform elementary school methods in several ways. They thought teachers should pay more attention to the individual child and not treat all children alike.
Progressive educators believed that children learn best when they are genuinely interested in the material,and not when they are forced to memorize facts that seem useless to them. Children should learn by direct contact with things, places, and people, as well as by reading and hearing about them. Thus, elementary schools should include science laboratories, workshops,art studios, kitchens, gymnasiums, and gardens.
Progressive educators believed that this would develop the child’s physical, social, and emotional nature as well as its mind.
In addition, progressive educators stressed greater freedom, activity, and informality in the classroom.
They believed that children learn better when they can move about and work at their own pace. They thought children should gather materials from many sources rather than from just one textbook, and should work in groups with other students. Discussion,dramatics, music, and art activities became a larger part of classroom procedures.
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