"Schools of Tomorrow," Schools of Today Revisited: Lessons From Five Historically Progressive Schools

Session Type: Symposium

Abstract

Progressive schooling has been under constant attack since its origins, and contemporary schools attempting to implement progressive pedagogical practices face the added challenge of operating within the confines of today’s standards and testing structures. As we celebrate the centennial of Dewey’s Democracy and Education, it is useful to consider examples of progressive schools born out of the Progressive Era to seek lessons for those struggling to build or maintain a focus on progressive schooling. This symposium provides case studies of five historically progressive schools—some that continue to provide a progressive education and others that do not—founded in the first third of the twentieth century and analyzes their lessons for contemporary progressive education, including district, charter and independent schools.

Sub Unit

• SIG-Dewey Studies

Chair

• Ryan Coughlan, Rutgers University

Papers

• The Laboratory School at the Institute of Child Study: Child Study as Progressive Education in Ontario - Theodore Christou, Queen's University

• "A Laboratory of Learning": Alabama State Teachers College Laboratory High School - Sharon Gay Pierson, Ramapo College of New Jersey

• "The Answers Come From the People": Education for Democracy at Highlander Folk School - Laura M. Westhoff, University of Missouri

• The City and Country School and the Dalton School: Lessons From Two of New York City's Early Independent Progressive Schools - Susan F. Semel, City College of New York - CUNY

Discussant

• Alan R. Sadovnik, Rutgers University