The Architect of Progressive Education: John Dewey or Booker T. Washington.Report as inadecuate




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This paper traces the professional life of the educator Booker T. Washington. It shows that although he was active at Tuskegee Institute during the years of the development of the progressive education movement, he is virtually ignored in progressive education's body of literature. The paper describes the "project method" which was a way of life at Tuskegee--the physical expansion and the development of Tuskegee served as the source for the school's curriculum. It explains that theory classes provided the opportunity for systematic inquiry and problem solving, and further, the social environment was reflected in every aspect of the typical day at Tuskegee. The older students helped the younger students, for example. Like John Dewey, Washington drew upon recognized masters in the field of progressive education: Heinrich Pestalozzi (1746-1827) and Friedrich Froebel (1782-1852). The paper discusses historical distortions concerning Washington's curriculum. For example, critical theorists sought to place Washington's integrated industrial academic curriculum in opposition to the traditional discipline-centered curriculum. However, Washington's educational practices stemmed from a progressive philosophy of education. His theories provide the world with a body of pragmatic thought that is rooted in the principles of education for democracy, experimental inquiry, and evolutionary thought. The paper concludes by listing Booker T. Washington's contributions to education and by stating that he should be given his due recognition. (Contains 39 references.) (BT)

Descriptors: Black Education, Educational History, Higher Education, Integrated Curriculum, Professional Recognition, Progressive Education











Author: Generals, Donald, Jr.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8188&id=ED454142



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