Traditional vs. Progressive Education

Dear New Teacher,

As an educator, you will hear countless terms used when talking about the current state of education. Currently there is much debate between what are known as traditionalists and progressives in the field of education.

 “Traditionalists argue that the purpose of education is to teach the basics—English, science, math, history and foreign languages—so as to increase student knowledge and intellectual powers” (Dolgin, 2011, p. 308). Traditional education is what is most often associated with some of the common educational reforms across the United States, high stakes standards, common core standards, attacks on ethnic studies programs, etc.

On the other hand, “Progressives urge that the purpose of education is to prepare students for live by teaching citizenship, home and family living, a vocation, physical health, gratifying use of leisure time, and effective personality growth” (Dolgin, 2011, p. 308).

“Progressive educators believe that students should be recognized as individuals, that they should be treated in a culturally sensitive manner, and that they should be trained to be capable of participating in the community” (p. 308).

           

In terms of the atmosphere, teachers and curriculum that contribute to a progressive education, Dolgin offers some great basics to work from. Any who has worked in a school knows that the atmosphere directly contributes to the kind of learning that takes place, as mentioned in the text a strong and competent principal is important.

Dolgin also mentions an atmosphere of learning and a place where students are able to take responsibility for their own learning as essential in a progressive atmosphere.

           

Dolgin identifies a few ways in which a teacher can be viewed as progressive. Mainly by creating a learning environment in which students are interested in the content presented, are able to take responsibility for their own learning and are able to demonstrate mastery of course material in non-traditional ways. 

This is at odds with traditional education for a number of reasons. Standards based reform movements and high stakes testing have left little room for teachers to present engaging material to students, often teaching to the test occurs and students are left disengaged and uninterested.

As a new teacher do you see yourself as more of a traditional or progressive educator? What other benefits do you see in the progressive school of thought?

Best,

Mallory

Dolgin, K.G. (2011). The adolescent: Development, relationships, and culture (13thed.).              Boston, MA: Pearson.