ruptive or apathetic class by excelling and doing even better to overcome the problems, but such teachers are not common enough. Morale is important in the classroom as it is on the job or elsewhere in life, and the teacher is affected by bad student morale just as other students are.
The social structure of the school and forces in society acting on the school also affect the learning environment. Poverty in a given region affects how students view education and how they learn, and it also may determine what is spent on the educational infrastructure. Certain goals are set by society, and the schools become one place where social experimentation is tested. For instance, the system of schools in America shows the same dedication as society at large to proving the supremacy of objective principles. On the one hand, the system serves as a common denominator in American life and as an instrument of democratic society, a leveler that provides the same opportunity to all. This has also been part of the process of democratization and fits well with the middle-class values so often fostered.
b. At the beginning of the century, education was reshaped to fit the views of Progressives like John Dewey. The Progressive movement abandoned certain approaches from the end of the nineteenth century. Progressivism derived certain elements of is program from the philosophy of pragmatism as elucidated by William James and John Dewey in the nineteenth century: 1) a commitment to social justice; and 2) a search for order and for the restoration of the social order. The goals of the Progressive movement involved specific needs in society at the time, needs brought about by a long period of neglect during the time when the country was becoming industrialized and urbanized: 1) housing in cities; 2) an end to government corruption; 3) build better schools; 4) eliminate poverty; 5) abolish child labor and regulate women's work; and 6) regulate ...