Group+Two+-+Progressive+Education

==Progressive Education-Movement toward child/individual centered hands on learning. Stresses multi-age classrooms, mentor/apprentice relationships, not just about academics, more holistic (about the whole person), collaborative problem solving between child and teacher. ACTIVE LEARNING!!!==

==[|Granville Stanley Hall] (1844-1924) Granville Stanley Hall, the first president of the American Psychological Association, was born in Ashfield, Massachusetts. Hall was enrolled in Williston Seminary, and then went to Williams College, where he graduated in 1867.==

*He emphasized "purposeful activity" for children in the classroom and rejected organized subjects.
==*Kilpatrick's consistent Progressive message was that schools needed to be more child-centered, democratic, and socially oriented. After World War II, critics attacked many of the ideas and practices of Progressive education.==

==**Lucy Sprague Mitchell** was a pioneer in studying young children ad their language patterns. She was the founder of the Bank Street School. Her focus throughout her career was based on researching early childhood education/early childhood development with regard to language patterns and learning.== ==**Lady Plowden** is best known for her progressive educational platform, a child centered approach to understanding children as individuals and focusing curriculum that respects each child as an individual. She focused her attention on primary/elementary education. She saw children as individual learners that could be supported in following their own unique interests and allowing children to learn for themselves through discovery rather than being taught and motivated either through praise or punishment/fear. She sought school curriculum reform that would allow students to be at the center of learning, and directors of their own studies and inquiry. She noted that though children may be the same "age" that their abilities and interests varied greatly.==

• She taught kindergarten in Chicago, Philadelphia, & New York City.
==• In 1974 & years following, she founded the alternative Central Park East School, Central Park East II and River East, all in Harlem, as a means to educate “inner-city” children within the public school system. These schools followed in the tradition of John Dewey.==

• She encourages new approaches that enhance democracy and equity in public education.
==• Currently on faculty at New York University’s Steinhardt School of Education, board member & director of Mission Hill, director & advisor to Form for Democracy and Education, and on the board of The Coalition of Essential Schools. Editorial board of Dissent Magazine, The Nation and the Harvard Education Letter. Board member of the Educational Alliance, The Association for Union Democracy, Educators for Social Responsibility, the Panasonic Foundation, and a founding member of the National Board of Professional Technology Standards==

• Illinois early learning project: http://illinoisearlylearning.org/ask-dr-katz.htm
All Wilhelm Wundt

=[|Wilhelm Maximilian Wundt]= //First published Fri Jun 16, 2006; substantive revision Tue Jun 20, 2006// Wilhelm Maximilian Wundt (1832-1920) is known to posterity as the “father of experimental psychology” and the founder of the first psychology laboratory (Boring, 1950: 317, 322, 344-5).1] From there, Wundt exerted enormous influence on the development of psychology as a discipline, especially in the United States. Somewhat reserved and shy in public,2] Wundt aggressively dominated his chosen arenas, the lecture hall and the pages of books, with a witty and sardonic persona.3] His scope was vast, his output incredible. His writings, totaling an estimated 53,000 pages, include: articles on animal and human physiology, poisons, vision, spiritualism, hypnotism, history, and politics; text- and handbooks of “medical physics” and human physiology; encyclopedic tomes on linguistics, logic, ethics, religion, a “system of philosophy;” not to mention his //magna opera//, the //Grundzüge der physiologischen Psychologie// and the //Völkerpsychologie// (in ten volumes).4] Although his work spans several disciplines—physiology, psychology, and philosophy—Wundt would not have considered himself an “interdisciplinary” or “pluralistic” thinker: he was to the core a foundationalist, whose great ambition was establishing a philosophico-scientific system of knowledge, practice, and politics (see Section 7, below) (Boring, 1950: 327). Despite his intentions, however, the sheer length of his career (some 65 years) and the volume of his output make it hard to speak of a coherent Wundtian doctrine.5] His //corpus// is riven by tensions and ambiguities, and though his work has undergone periodic scholarly reconsiderations, Wundt's lasting importance for the field of psychology remains the topic of lively debate among psychologists.6] For philosophers, Wundt is worth studying for two reasons. First, the arguments he made more than a century ago for the legitimacy of a non-reductionist account of consciousness offer both challenges and resources to contemporary psychology and philosophy of mind alike. Should those arguments be found lacking, there remains a second, perhaps more important reason to read him: not understanding Wundt is to tolerate a lacuna at a crucial nexus of the recent history of philosophy. Not only was he a powerful influence (albeit mostly by repulsion) upon the founders of Pragmatism, Phenomenology, and neo-Kantianism, it was also Wundt and his pioneering students who developed the empirical methodologies that first granted psychology a disciplinary identity distinct from philosophy. It is these philosophically germane aspects of his thought that this article describes.

Melissa

[|Granville Stanley Hall] (1844-1924)

Granville Stanley Hall, the first president of the American Psychological Association, was born in Ashfield, Massachusetts. Hall was enrolled in Williston Seminary, and then went to Williams College, where he graduated in 1867.

Around 1870 Hall traveled to Germany, where he was influenced by Nature-philosophy, especially by its genetic (i.e., developmental) approach. After obtaining his doctorate at Harvard University under the supervision of William James in 1878, he visited Germany again to study experimental psychology (with Wilhelm Wundt and others) and physiology. In 1883 he founded the first psychology laboratory in the United States at Johns Hopkins University, and became president of Clark University in 1889. There he began to develop a systematic theory of child development. By that time he had been involved in educational theory and practices that were based on progressivism and ancestral recapitulation theory proposed by German biologist Ernst Haeckel.


 * He is considered to be the first prodigy of Wilhelm Wundt and while teaching at Johns Hopkins University pupils of his included: John Dewey, Arnold Gesell, and Lewis Terman


 * In studying child development he was very interested in learning about the inheritance of children's behavior.
 * Interested in the effect of adolescence on education.
 * Founded American Journal of Psych
 * He was instrumental in the dev. of Ed Psych.

[|William H. Kilpatrick] (1871-1965) Kilpatrick went to John Hopkins University where he studied under Granville Hall.


 * He emphasized "purposeful activity" for children in the classroom and rejected organized subjects.

Kilpatrick's consistent Progressive message was that schools needed to be more child-centered, democratic, and socially oriented. After World War II, critics attacked many of the ideas and practices of Progressive education. They saw a curriculum that lacked rigor and students who were academically unprepared to compete with in a global economy. Specific criticism aimed at Kilpatrick emerged in the school reform literature of the 1980s and 1990s. Supporters of a traditional curriculum, such as E.D. Hirsch and Diane Ravitch, viewed the Progressive philosophy that Kilpatrick had espoused as the principal cause for what, in their opinion, was a decline in the academic standards of American schools. Over the same period, though, numerous Progressive-oriented pedagogies were implemented in the nation's classrooms. These innovations included cooperative learning, team teaching, individualization of instruction, and the experiential elements of the middle school movement. These student-centered practices, along with Kilpatrick's unswerving commitment to democratic principals in the schools, form the bedrock of his legacy. In one of his final statements, John Dewey said that Kilpatrick's works "form a notable and virtually unique contribution to the development of a school society that is an organic component of a living, growing democracy" (Tenenbaum, p. x).

http://education.stateuniversity.com/pages/2147/Kilpatrick-William-H-1871-1965.html#ixzz0KcdRVpWC&D
 * Acclaimed as the great populizer of Dewey.
 * He rejected organized subjects and emphasized child centered classrooms.

Emily In 1965, Bank Street developed the "Bank Street Readers" line of books, which were unique due to their featuring of [|racial diversity] and urban people of contemporary culture. Also in the 1960s, the Bank Street faculty played an important role in the creation of the federal [|Head Start] program.
 * Lucy Sprague Mitchell**- (1878-1967). Mitchell became the first Dean of Women at the University of California at Berkeley. Lucy Sprague Mitchell, writer, teacher, and social reformer, is remembered primarily for her work in building experimental schools and as a researcher who carefully studied children's language-learning patterns. At a time when many educated women who sought careers spurned the notion of marriage and family, Sprague chose to marry economist Wesley Clair Mitchell and raise four children while pursuing a full career. Bank Street was founded in 1916 by [|Lucy Sprague Mitchell] as the "Bureau of Educational Experiments". Its original focus was the study of [|child development] and education, but, after two years, it was clear that actual living subjects, i.e. children, were needed, so in 1918 a [|nursery school] was opened. This nursery school is the direct predecessor of today's School for Children. It wasn't until the 1930s that Bank Street began to formally [|train teachers], the start of today's Bank Street [|College of Education].

Summary Information: Lucy Sprague Mitchell was a pioneer in studying young children ad their language patterns. She was the founder of the Bank Street School. Her focus throughout her career was based on researching early childhood education/early childhood development with regard to language patterns and learning.


 * Lady Plowden/The Plowden Report**- Lady Plowden, who has died aged 90, enjoyed her highest public profile during the years in which she chaired the Independent Broadcasting Authority, between 1975 and 1980. But her most seminal influence on British life was in the 1960s, as chairman of a national committee on primary education, which endorsed and symbolized a progressive educational philosophy.The Plowden Report emphasis the need to see children as individuals. 'Individual differences between children of the same age are so great that any class, however homogeneous it seems, must always be treated as a body of children needing individual and different attention.' In relation to the curriculum, the Plowden Report was clear. 'One of the main educational tasks of the primary school is to build on and strengthen children's intrinsic interest in learning and lead them to learn for themselves rather than from fear of disapproval or desire for praise.' The report's recurring themes are individual learning, flexibility in the curriculum, the centrality of play in children's learning, the use of the environment, learning by discovery and the importance of the evaluation of children's progress - teachers should 'not assume that only what is measurable is valuable.'

Summary Information: Lady Plowden is best known for her progressive educational platform, a child centered approach to understanding children as individuals and focusing curriculum that respects each child as an individual. She focused her attention on primary/elementary education. She saw children as individual learners that could be supported in following their own unique interests and allowing children to learn for themselves through discovery rather than being taught and motivated either through praise or punishment/fear. She sought school curriculum reform that would allow students to be at the center of learning, and directors of their own studies and inquiry. She noted that though children may be the same "age" that their abilities and interests varied greatly.

Pam__
 * Lilian G. Katz**

She has held visiting posts at universities in Australia, Canada, England, Germany, India, Israel, the West Indies (Barbados campus) and many parts of the USA. Dr. Katz is the recipient of many honors, including two Fulbright Awards (India & New Zealand), and an Honorary Doctor of Letters degree (Litt.D.) from Whittier College, Whittier, California. In 1997 she served as Nehru Professor at the University of Baroda in India. Professor Katz, was born and raised in England. Her Ph.D. in Child Development from Stanford University in 1968. She and her husband Boris Katz have three grown children, four grandsons and one granddaughter.
 * [|Lilian Katz]** is a Professor Emerita of Early Childhood Education at the University_of_Illinois_at_Urbana-Champaign where she is also Director of the ERIC Clearinghouse on Elementary & Early Childhood Education. She is a Past President of NAEYC, the |National Association for the Education of Young Children, and is editor of the first on-line peer reviewed early childhood journal, Early childhood Research & Practice. Professor Katz is author of more than one hundred publications including articles, chapters, and books about early childhood education, teacher education, child development, and parenting. For thirteen years she wrote a monthly column for parents of three- and four-year-olds for //Parents Magazine//. Dr. Katz was founding editor of the //Early Childhood Research Quarterly//, and served as Editor-in-Chief during its first six years. She is currently Chair of the Editorial board of the International Journal of the Early Years published in the United_Kingdom. Her most recent book, //Talks with Teachers of Young Children// (1995), is a collection of her best known early essays and several recent ones. In 1989 she wrote //Engaging Children's Minds: The Project Approach// (with S. C. Chard). Dr. Katz has lectured in all 50 US states and in 43 countries.

The Invisible Mentor: [|Communication Theory and Lillian Katz] [|Book Titles] written by Lillian G. Katz

[|**Deborah Meier**] Deborah Meier (born April 6, 1931 ) is often considered the founder of the modern small schools movement. After spending several years as a kindergarten teacher in Chicago, Philadelphia and then New York City, in 1974, Meier became the founder and director of the alternative Central Park East school, which embraced progressive ideals in the tradition of John Dewey in an effort to provide better education for "inner-city" children in East Harlem, within the New York City public school system. //Central to her thinking was that all children, regardless of background, should be educated to use a form of critical inquiry she called the [|habits of mind] (cr).// Meier then served as founding principal for two other small public elementary schools, Central Park East II and River East, both in East Harlem. In 1984, with the assistance and support of Ted Sizer's Coalition of Essential Schools, Meier founded the Central Park East Secondary School. The success of these schools has been documented in David Bensman's //Central Park East and its Graduates: Learning by Heart// (2000), and in Frederick Wiseman's documentary film, "High School II" (1994). In 1987 Meier received a MacArthur Fellowship for her efforts. After founding and directing the Central Park East Schools in New York City's East Harlem, Meier went on to help establish a network of small high schools in New York City based on progressive principles as part of an Annenberg grant. In 1996 Meier moved to Boston where she became the founding principal of a small K-8 pilot school, Mission Hill, within the Boston Public School system. She is currently on the faculty of New York University's Steinhardt School of Education, as senior scholar and adjunct professor as well as Board member and director of New Ventures at Mission Hill, director and advisor to Forum for Democracy and Education, and on the Board of The Coalition of Essential Schools. Meier documented her story and experience at Central Park East Secondary School in //The Power of their Ideas: Lessons for America from a Small School in Harlem// (1995) ISBN 0-8070-3111-9. Her other books include, //Will Standards Save Public Education?// (2000); //In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization// (2002); with Ted and Nancy Sizer, //Keeping School: Letters to Families from Principals of Two Small Schools// (2004); and co-edited with George Wood, //Many Children Left Behind// (2004), all published by Beacon Press. She serves on the editorial boards of //The Nation//, //Educational Policy// and //Dissent// magazines, to which she has contributed many articles, including her essay in the 50th anniversary issue of //Dissent//, "On Unions and Education", in which she emphasizes the importance of union collaboration to her success in leading public schools in New York and Boston. Meier regularly speaks and writes on the connections between small schools, democratic education, education for democracy, progressive education, and public schooling. Deborah Meier is currently senior scholar at the Steinhardt School of Education at New York University. She has participated in a "blog debate" with Steinhardt School colleague Diane Ravitch on the website of Education Week since February 26, 2007 .[|EDWK Bridging Differences]