Educational Theories: Traditional and Progressive

Educational theories are constantly compared. One of the long-running debates in educational circles is between traditional educational theories and progressive educational theories. This debate is exemplified by the differences between John Dewey and H.H. Horne. Dewey is considered the father of progressive education; Horne believed in traditional subject-based education. Traditional education is teacher directed, subject-based and textbook driven. Progressive education is self-directed education and is based on an individual's experiences. Ideally, education should be a composite of the two approaches: a student's experiences with the real world integrated with structured subject learning. The two approaches can complement each other.

Dewey began his writing in the nineteenth century but did not gain real prominence until the reform movement of the 1930s. His educational theory is based on hands-on activities and cooperative learning. Dewey attempted to redefine the debate between the developmentalists, who advocated interest-based instruction, and the humanists, who found value in the effort that students put forth to learn even when the students found no interest in the subject matter.

Dewey best described progressive educational philosophy when he was discussing the skills and knowledge needed to prepared for changes by the industrialization and democratization of society: "I believe that education is a process of living and not a preparation for fu

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will of the student. Traditionalists find value in the teaching of a solid core of subjects in which knowledge does not change. Included in these areas of study are reading, writing, spelling, arithmetic, history, geography, and science. These are the subjects which traditionalists believe are needed to enable students to develop into good future citizens of the country. The subjects are to be learned by students without regard to the context in which the knowledge gained will be used. Students are supposed to trust the teacher's insight about the appropriateness and the need to learn the material. This dependence on the teacher to choose subject matter is supposed to ensure that students are prepared for their adult role in society. Subject matter is not to be learned in a holistic manner. Student interest is not to be the determinant of the curriculum, objectives, learning activities, or evaluation procedures. Traditionalists believe that obedience to teachers and persons in authority must be learned in the school setting in order that students' minds and spirits can become more like the "Infinite Being (God)." Today, the emphasis of religion is deleted from the argument in public schools, but the emphasis o

Category: Psychology - E