What educational progressivists were right about

And what this means for us today

Photo by Dan Meyers on Unsplash

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I have written many words dissecting the failings of the progressive education movement — a movement that flowered at the turn of the 20th century and that is still, to a large extent, the water that much of the education establishment swims in.

And yet, I once bought into some of these ideas. At the time, I did not know the history and incorrectly assumed that so-called constructivist teaching methods — a late 20th century expression of progressivism — were supported by a large body of empirical evidence. I now know they are not. However, I have not forgotten the good intentions with which I pursued these ideas.

So, if we return to those early progressivists and a time before the evidence was in, it is hard to assume anything but good intentions. And these intentions led to many unquestionably good ideas, such as the abandonment of physical punishment.

One idea, in particular, has merit that is equally valid and urgent today — an idea that affects how we should think about and plan the curriculum.