EDF 1005 Reflection Paper #12

Jackie Lawrence
EDF 1005
Reflection Paper #12

As far back as 1896, John Dewey established a laboratory school at the University of Chicago, which featured his concept of progressive education. This new concept incorporated more respect for a diversified classroom, more emphasis on social sciences and vocational education, and more concern for family and community issues. Dewey believed that children would receive an enhanced education if they pursued their own personal interests. During the 1930’s, the Progressive Education Association conducted a study which examined the benefits of progressive education. In general, students taught at progressive schools had higher grades, were more objective thinkers, and exhibited more intellectual curiosity then students from traditional schools. Unfortunately, the concept of progressive education was pushed to the side at the time, as the space race and World War II were viewed as significantly more important.
During the Cold War, in 1957, the Soviet Union launched an aircraft called Sputnik into space, beating United States attempts. The space race resulted in impacting the education system in America in a variety of ways. Because US politicians blamed the education system for letting the Soviets beat us into space, science, math, and foreign language classes suddenly became more rigorous and viewed as vital parts of the curriculum. Additionally, the National Defense Education Act was passed by Congress in 1958, which aimed to train our children in national defense to provide better security for our nation.
The launching of Sputnik also had an influence on the organization of essentialism, which was generated in the 1930’s by educator William Bagley. According to our textbook, essentialism “strives to teach students the accumulated knowledge of our civilization through core courses in the traditional academic disciplines.” After World War II, the back-to-basics approach, patriotism, training the mind, and character development became prevailing principles in the education system.
In essence, the history of our country, along with politics, has manipulated our methods of education. I suppose different times call for different measures, but in my own personal opinion, the concept of progressive education may have been a constructive system and beneficial to the American education system. I believe a mixture of progressivism, essentialism, and multicultural education may be the models we should attempt to base education on today.