Progressivism Philosophy of Education
TURING the past half-century educational opinion has been focused, V either in attack or in defense, upon what we have come to call” progressive education.” Although the heritage of this point of view is descended from a long line of represents in its contemporary form the distinctive and unique contribution of the twentieth century to the art of pedagogy. Its more immediate ancestry may be traced to the native philosophic endowment provided by the pragmatic philosophers, Pierce, James, Dewey and Mead; but in contemporary educational thought, it is represented by the theoretical position of disciples like Kilpatrick, Childs, and Bode, with a host of lesser lights following inevitably in their train. Progres. civism in education, then, maybe identified with some confidence with the varied contributions of pragmatism to philosophy and with the standpoint of experimentalist theory in education.