Natural Result of Progressive Education

Tomm

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(1) At that time, during and just after the war, Highgate was an area in which a number of scientific and academic people lived. All these parents sent their children to Byron House School, which was a very progressive school for those times.

I remember complaining to my parents that the school wasn’t teaching me anything. The educators at Byron House didn’t believe in what was then the accepted way of drilling things into you. Instead, you were supposed to learn to read without realizing you were being taught. In the end, I did learn to read, but not until the fairly late age of eight. My sister Philippa was taught to read by more conventional methods and could read by the age of four.
(Excerpted from My Brief History, by S Hawking)

:fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf:

(2) Many young people who espouse socialism never actually define it, much less examine it. Some might wonder where these youth got these strange ideas. The answer is that it reflects the ideology of modern education, which focuses on developing opinions, rather than teaching facts.

This educational mindset comes from John Dewey, often referred to as “the father of progressive education.” Prof. Dewey taught that children would find their own reality through mental experimentation and developing opinions. Progressive educators favored these opinions over the accumulation of factual information.

The effect of such thinking is summed up by Dr. Everett Piper’s 2017 book Not a Day Care: The Devastating Consequences of Abandoning Truth.
(Source: New Socialists, New Risks = New Green Deal)
 
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SkyWriting

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(1) At that time, during and just after the war, Highgate was an area in which a number of scientific and academic people lived. All these parents sent their children to Byron House School, which was a very progressive school for those times.

I remember complaining to my parents that the school wasn’t teaching me anything. The educators at Byron House didn’t believe in what was then the accepted way of drilling things into you. Instead, you were supposed to learn to read without realizing you were being taught. In the end, I did learn to read, but not until the fairly late age of eight. My sister Philippa was taught to read by more conventional methods and could read by the age of four.
(Excerpted from My Brief History, by S Hawking)

:fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf::fourleaf:

(2) Many young people who espouse socialism never actually define it, much less examine it. Some might wonder where these youth got these strange ideas. The answer is that it reflects the ideology of modern education, which focuses on developing opinions, rather than teaching facts.

This educational mindset comes from John Dewey, often referred to as “the father of progressive education.” Prof. Dewey taught that children would find their own reality through mental experimentation and developing opinions. Progressive educators favored these opinions over the accumulation of factual information.

The effect of such thinking is summed up by Dr. Everett Piper’s 2017 book Not a Day Care: The Devastating Consequences of Abandoning Truth.
(Source: New Socialists, New Risks = New Green Deal)


The two methods work best together, not seperate.
 
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Newtheran

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The answer is that it reflects the ideology of modern education, which focuses on developing opinions, rather than teaching facts.

I'd say that the problem goes even deeper than this.

Over the past century or so western education has all but abandoned the teaching of logic, reason, and the Socratic method.

Initially, this was replaced by the memorization and regurgitation of facts. This was quite often seen when I was in medical school through the line of questioning used by attending physicians: "What percentage of ____ are ___" or "What are the ____ (insert list here) of ____." The reality is that in today's world, our cell phones know more facts than we could ever know if we spent multiple lifetimes studying. This is why I abandoned this approach completely and focused my questions more along the lines of "What do you think we should do next and why?" Facts can always be looked up, but missing an opportunity to teach good judgement...well that is really a loss.

Subsequently, in general education at least, it has been replaced by indoctrination into holding certain opinions, for development would imply a level of critical thinking entirely absent from the process today.
 
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