The purpose of this study is to present a personal interpretation of progressive education and its function in "teaching" primary music. A few supplementary aids are provided to correlate with the Amarillo, Texas, Course of Study for Primary Grades to lend aid and encouragement toward a rhythmic approach to child learning.

La période allant de 1876 à 1919 constitue un tournant dans l'évolution de l'enseignement aux États-Unis : c'est le moment de l'incorporation des principes de la pensée progressiste en éducation au cœur du système éducatif américain. En l'espace de quelques décennies, les objectifs de ce système sont radicalement modifiés : aux idéaux d'une culture scolaire mettant l'accent sur l'exigence académique, l'enseignement des disciplines et la magistralité sont substitués ceux d'une éducation socialement efficace, centrée sur l'enfant, sur la nécessité de respecter son régime propre et de former les futurs citoyens pour la démocratie. Cette révolution pédagogique, que le philosophe John Dewey a pu qualifier de « copernicienne », inverse complètement les principes au fondement du projet éducatif américain. Le présent travail de thèse a pour objet, d'une part, de comprendre et d'expliquer les origines et les fondements théoriques et épistémologiques de la pensée progressiste qui a présidé aux transformations de l'enseignement américain entre 1876 et 1919 et, d'autre part, de montrer comment ces présupposés épistémologiques ont pu s'instaurer et s'inscrire dans les pratiques. / The period 1876-1919 constitutes a turning point in the history of American education: rapid social changes in American society carried with them implications for a new conception of education; a radically new vision of the role of schooling emerged. In a few decades, the educational system of the United States adopted new methods and ideas: the ideals of a teacher-centered education, of an academic curriculum and of a liberal education given to all students that had been the staples of education for many generations shifted to those of meeting children's needs, of a child-centered education tied to democracy. This shifting of the center of gravity in American education represented a revolution that the philosopher John Dewey considered to be copernican. This doctoral thesis traces the evolution of this major shift in American education. It aims at understanding and explaining the origins and founding principles of progressive education that wrought these massive changes in American education between 1876 and 1919. Furthermore, it aims at showing how these principles may have exerted an impact in America's schoolrooms.

In the wake of the First World War, reformers across the Western world questioned laissez-faire liberalism, the self-oriented and market-driven ruling doctrine of the nineteenth century. This philosophy was blamed, variously, for the war, for industrialisation and for urbanisation; for a way of life shorn of any meaning beyond getting and keeping; for the too great faith in materialism and in science; and for the loss of a higher, transcendent meaning that gave a unifying altruistic or spiritual purpose to individual existence and to society as a whole. For many, the cure to these ills lay in reforming the liberal social framework in ways that made it more fulfilling to the whole person and that strengthened ties between individuals. Dartington Hall was an outstanding practical example of this impulse to promote holistic, integrated living. It was a well-financed, internationally-minded social and cultural experiment set up on an estate in South Devon in 1925 by American heiress Dorothy Elmhirst (née Whitney) and her second husband, Leonard, son of a Yorkshire squire-parson. The Elmhirsts' project for redressing the effects of laissez-faire liberalism had two components. Instead of being treated as atomised individuals in the capitalist market, participants at Dartington were to achieve full self-realisation through a 'life in its completeness' that incorporated the arts, education and spirituality. In addition, through their active participation in running the community, they were to demonstrate how integrated democracy could bring about the perfection of individuals and the progress of society as a whole. The Elmhirsts hoped that Dartington would provide a globally applicable model for a better way of life. This thesis is a close study of Dartington's interlinked constellation of experiments in education, the arts, agriculture and social organisation - experiments that can only be understood by tracing them back to their shared roots in the idea of 'life in its completeness'. At the same time, it explores how Dartington's philosophy and trajectory illuminate the wider reform landscape. The Elmhirsts' community echoed and cross-pollinated with other schemes for social improvement in Britain, Europe, America and India, as well as feeding into the broad social democratic project in Britain. Dartington's evolution from an independent, elite-led reform project to one split between state-led and communitarian reform matched the trajectory of other such enterprises begun in interwar Britain, making it a bellwether of changes in reformist thinking across the century.

Vor einhundert Jahren eröffnete die Wissenschaftlerin und Sozialreformerin Dr. med. Maria Montessori in Rom ihre erste Kindertagesstätte, das „Casa dei Bambini”. Inzwischen gibt es allein in Deutschland ca. eintausend Kindergärten und auch Schulen, die nach ihrem Konzept arbeiten. Der Beitrag will auf die Zusammenhänge zwischen dem Menschenrecht auf Bildung, dem pädagogischen Konzept der Maria Montessori und ihrem natur- und verhaltenswissenschaftlich begründeten Ansatz der Lernforschung hinweisen. / One hundred years ago the scientist and reformist Dr. med Maria Montessori established her first kinder garden, called “Casa dei Bambini” in Rome. By now there are approximately one thousand kinder gardens and schools established in Germany which follow the concept of Maria Montessori. The article tries to point out the connection between the human right to education, the pedagogical concept of Maria Montessori and her nature- and behaviour-science-based approach of learning-research.

The purpose of this qualitative study was to examine the Applied Learning Academy (ALA) and allow the lessons learned from this public school to emerge from the narrative stories of past students, parents, teachers, administrators, and local business associates who have been directly involved and influenced by the applied learning teaching method. Accountability is critical for all public and charter schools. Districts have been trying to raise the standards with new programs and strategies in an effort to make learning experiences relevant to students? daily lives. Revisiting John Dewey?s philosophy from the progressive movement, project-based, service learning, community partnerships, and portfolio assessment helped to create the applied learning method. In the present study, a qualitative case study approach was utilized to identify successful factors, benefits, and drawbacks of applied learning in order to describe the transition of portfolio assessment, project-based learning, and community-based partnerships within the classroom and to understand the impact and misconceptions of applied learning as experienced through the Recognized Campus, ALA, a 6-8th public middle school within a large urban school district. Participant interviews, field observations, and historical records were collected which indicated that student centered project-based curriculum, small school size creating family relationships, community involvement with partnerships, service learning projects, and metacognitive development from portfolio assessments were the major factors that supported academic rigor and relevance because of the real educational applications in this applied learning middle school. Briefly defined, applied learning is when a problem is seen within the surrounding community, and the solution is generated by the students. This progressive 15-year impact of applied learning ultimately leads to the development of four applied learning schools despite the misconception that applied learning was a remedial or gifted program. Redefining applied learning for a better understanding developed a reconceptualized diagram borrowed from the quantum mechanics model. Reconceptualization expands the interpretation by increasing the intellectual flexibility. As the student becomes energized from the acquired knowledge of learning applicable skills through service learning, project-based curriculum, and portfolio assessment, the student?s academic growth should increase to a higher, educational ?energy level? supported by the critical, situated-learning, and feminist theories.

What were Mary-Russell Ferrell Colton’s contributions to the progressive education movement and the Indian arts and crafts movement in the Southwestern United States at a time when the region was still very remote? Artist, author, amateur ethnographer, educator, and curator; these were but a few of the talents of Mary-Russell Ferrell Colton, co-founder of the Museum of Northern Arizona and early art advocate on the Colorado Plateau. This study investigates how Colton contributed to the progressive education movement and the Indian arts and crafts movement through the work that she did at the museum. There, she labored to increase public awareness of the importance of art education and to revive Native American arts on the Colorado Plateau. Using an extensive collection of archival material in the Colton Collection at the Museum of Northern Arizona, as well as oral history interviews, this historical study provides a nuanced analysis of Colton’s life as an educator. Colton’s influence is not well known today, but her professional contributions merit recognition, giving her a place in the history of American education. This study reveals how Colton’s efforts fit within the context of the work of her contemporaries in Santa Fe and Taos, and within the progressive education movement, from the then relatively remote outpost of Flagstaff. Much can be learned from Colton’s work that is relevant to the field of education today. Her ideals and writings about art education will resonate with opponents of No Child Left Behind. Colton’s work as one of northern Arizona’s earliest art educators contributed to a better understanding of the culture of the various peoples of the Colorado Plateau and to the preservation of Navajo and Hopi traditions through education. Colton made notable contributions to the Indian arts and crafts movement, museum education, and the progressive education movement. A woman of firm convictions and ideals, Colton was strong-willed, and complex, a multi-faceted person with a broad range of interests which she pursued with passion and commitment. This study crosses the boundaries of several disciplines, including educational history, museum studies, women’s studies, educational biography, Native American studies, and art education.

Made available in DSpace on 2016-06-02T19:36:02Z (GMT). No. of bitstreams: 1 6798.pdf: 6632847 bytes, checksum: f51cec4aa73151aa1ea8e47524612e99 (MD5) Previous issue date: 2015-02-26 / Financiadora de Estudos e Projetos / The PhD research with the title Highlighting the debate between tradition and modernity in pedagogical ideas during the 1920-1930 decades: the sketch of a conflict is an investigation about pedagogical press and pedagogical ideas. The main source of this research is the Serie Atualidades Pedagógicas, linked to the Collection Biblioteca Pedagógica Brasileira, edited by Fernando de Azevedo, one of the leaders of Brazilian Progressive Education Movements. We delineate the sources over the period from 1931 to 1939 in which the Serie had published the majority of titles linked to Biology and Psychology Sciences, due to the projections of these sciences for innovation of Education by Progressive Education Movements. The research question can be describe in the next questions: How did the aspects of tradition and modernity constituted the pedagogical ideas in Progressive Education Movement in Brazil? What is the contribution of Biology and Psychology in the discussion about the old and new in Education among the titles published in the Serie Atualidades Pedagógicas? . The main aim is to apprehend and analyse the relation between tradition and modernity in the clash of the pedagogical ideas in the first part of the XXth century from the analysis corpus. The specific objectives can be described as in the next points: (a) Comprehend the clash between the tradition and modernity in the Azevedo Pattern in the Serie Atualidades Pedagógicas (1931 to 1939); and, (b) Reveal the contributions of Biological and Psychological Sciences to innovate the pedagogical ideas, considering the concepts of school, teacher and children. The theoretical framework to support our analysis is based on the Cultural History, highlighted theories by Marc Depaepe and Michel de Certeau. The doctoral research was organized in introduction, three chapters and conclusion. The first chapter has the main aim to discuss the theoretical framework used in our source s analysis. The second chapter has the main objective to present the historical, social, economical and cultural context in which is developed the society, the education and Fernando de Azevedo s reforms and his educational discourse. The historical time let us observe a double relationship between social-cultural and educational aspects in concern with the modernization of society and educational reform among the politics, intellectuals and educators in this time. The Azevedo´s viewpoint as journalist, reformer, editor and intellectual let us to comprehend the ways as him organize the titles and authors to compose his Series Atualidades Pedagógicas. The third chapter has the objective to point out the homogeneous and heterogeneous ideas from Progressive Education Movement, the role of Biology and Psychology in the educational thought and analysis of the sources from analytical categories: school s, teacher s and children s conception. In this sense, we can observe that some questions, in circulation during this time, it were common and result in a homogenous ideas among the pedagogical discourse. However, these ideas, representing different ways to interpret, translate, appropriate and uses in the educational field, that is, heterogeneous ideas. The build and development of the sciences occurred pari passu with the appropriations and results in a vary among the scientific filed. The biological and psychological sciences conducted to discovery and review of child´s, teacher´s and school´s concepts. In summ, it is important to observe the demithyfication of intellectuals and hegemonic pedagogical discourse to find the aspects of continuum and disrupt in the educational practices. / A pesquisa de doutorado intitulada Notas sobre o debate entre a modernidade e a tradição nas ideias pedagógicas durante as décadas de 1920 e 1930: esboço de um conflito é uma investigação teórica sobre a imprensa pedagógica e as ideias pedagógicas. A fonte primária da pesquisa é a Serie Atualidades Pedagógicas, ligada a Biblioteca Pedagógica Brasileira, editada por Fernando de Azevedo, porta-voz do Movimento da Escola Nova no Brasil. Delimitamos as nossas fontes sobre o período entre 1931 a 1939 devido a incidência dos títulos publicados vincularem-se a Biologia e a Psicologia, ciências estas que foram fundamentais para a renovação pedagógica dentro do Movimento da Escola Nova. A problemática da pesquisa pode ser descrita nas seguintes questões: Que aspectos da tradição e da modernidade constituem as ideias pedagógicas na Pedagogia das Escolas Novas no Brasil? Qual a contribuição da psicologia e da biologia na discussão da nova e da velha educação no Brasil, por meio da serie Atualidades Pedagógicas? O objetivo geral da pesquisa é apreender e analisar a relação entre a tradição e a modernidade no embate das ideias pedagógicas na primeira metade do século XX a partir do corpus de análise. Assim, como objetivos específicos estipulados para a investigação foram: (a) Compreender o embate entre a tradição e a modernidade no padrão azevediano na Serie Atualidades Pedagógicas, da Coleção Biblioteca Pedagógica Brasileira, no período de 1931 e 1939; e, (b) Revelar a contribuição da biologia e da psicologia para a renovação das ideias pedagógicas, considerando a representação de criança, de professor e de escola, uma vez que estas categorias foram centrais na discussão das ideias pedagógicas e no discurso científico. O referencial teórico metodológico que deu suporte as nossas análises está baseada na História Cultural, com destaques aos teóricos Marc Depaepe e Michel de Certeau. A pesquisa foi organizada em introdução, três seções e considerações finais. A primeira seção tem como objetivo discutir o referencial teórico metodológico utilizado para a análise das fontes. Já a segunda seção tem como objetivo descortinar o contexto socioeconômico, cultural e educacional nas décadas de 1920 e 1930 e que refletiram sobre a sociedade, a educação e a produção de Fernando de Azevedo. O contexto histórico permite observar uma correlação entre os aspectos socioculturais e os aspectos educacionais frente a preocupação dos políticos, dos intelectuais e educadores em geral em modernizar a sociedade e reformar a educação. A visão de Fernando de Azevedo sob esses aspectos e a sua trajetória como jornalista, reformador, editor e intelectual permitem compreender os modos como ele procurou organizar os títulos e autores para compor a Serie Atualidades Pedagógicas. Por fim, a terceira seção, tem o objetivo de discutir as relações entre homogeneidade e heterogeneidade presente nas ideias da escola nova, o papel da biologia e da psicologia no pensamento educacional e análise das fontes de pesquisa a partir das categorias de análise: concepção de escola, concepção de professor e concepção de criança. Neste aspecto, podemos perceber algumas questões/ideias centrais e comuns em circulação nesse período permitindo observar certa homogeneidade no discurso pedagógico, elas refletem diferentes modo de interpretação, de tradução, de apropriação e de usos na educação que revelam a sua heterogeneidade. A própria construção e desenvolvimento da ciência pari passu a sua apropriação revela a sua variedade dentro dos campos científicos da biologia e da psicologia que foram responsáveis por uma descoberta e revisão dos conceitos de escola, de professor e de criança. Em suma, é importante observar a importância da desmistificação dos protagonistas e do discurso pedagógico hegemônico e homogêneo sobre as ideias pedagógicas desse período, para desvelar as suas continuidades e rupturas dentro do discurso pedagógico produzido nesse contexto histórico.

Indiana University-Purdue University Indianapolis (IUPUI)

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Thesis (MEd) -- Stellenbosch University , 1995. / Bibliography / ENGLISH ABSTRACT: The development in economics, science and technology, and politics characterises our world today. Nations have become interdependent to a degree never known before. Isolation of anyone nation from the world community has become unthinkable. This universal interdependence is also a reality on a national level amongst the people of the same country. What does the interdependence mean to education? Education must be regarded not as a series of individual compartments of learning and teaching but as a whole unit - as total preparation for life for humanity at all levels. This could be achieved by approaching education from a holistic perspective. Holism is a comprehensive world view which produces order and coherenc;e not only among the most recent discoveries in the empirical sciences, but also in aesthetics and morals. This study identifies the need for South Africa to establish an education system which emphasised unity and which aims to develop the full potential of all South Mricans. The persons involved in education should be regarded as integrated human beings. The physical, mental, emotional, and spiritual domain should be regarded as integrated aspects of the whole person. In keeping with this it is concluded that the whole education system needs to change from a segregated and fragmented system to an integrated and united system in order to meet the needs and expectations of the whole South African population. The apartheid education system was based on the traditional authoritarian approach to education and is to a huge extent the antithesis of a holistic approach to education. This system is described as well as the reaction of those who regarded themselves as victims of the system. The philosophy underpinning the apartheid system is also considered and compared with the philosophy of holism. In order to stay abreast of the dynamic changes that are occurring in South Africa and the world at large it is suggested that a new education system should follow a futuristic approach to education - knowledge that may dominate education today, may become obsolete tomorrow. / AFRIKAANSE OPSOMMING: Die ontwikkeling op die gebied van die ekonomie, wetenskap en tegnologie, en die politiek is kenmerkend van die hedendaagse wereld. Nasies het interafltanklik geword soos nog nooit te vore nie. Isolasie van enige gemeenskap in die wereld het ondenkbaar geword. Hierdie universele interafltanklikheid is ook 'n realiteit op nasionale vlak tussen mense van dieselfde land. Wat beteken die interafhanklikheid vir opvoeding en onderwys? Opvoeding moet nie as 'n reeks afsonderlike kompartemente van onderrig en leer beskou word nie, maar as 'n totale eenheid - as 'n totale voorbereiding vir die lewe van die mensdom op aile vlakke (Iewensterreine). Dit kan bereik word deur opvoeding vanuit 'n holistiese perspektief te benader. Holisme is 'n omvattende wereldsienswyse of -beskouing wat orde en eenheid skep, nie slegs onder die heel jongste ontdekkings in empiriese wetenskappe nie, maar ook in die estetiese en morele aspekte. Hierdie studie identifiseer die behoefte in Suid-Afrika om 'n onderwys-/opvoedingstelsel te vestig wat eenheid beklemtoon en wat ook ten doel het om die volle potensiaal van aile Suid-Afrika~ers te ontwikkel. Die persone betrokke by die opvoeding en onderwys behoort as geintegreerde mense beskou word. Die fisiese, intellektuele, emosionele en geestelike aspekte behoort beskou te word as integrale aspekte van die totale mens. Na aanleiding hiervan word tot die gevolgtrekking gekom dat die opvoedingstelsel in die geheel moet verander, naamlik van die van 'n gesegregeerde en gefragmenteerde stelsel na die van 'n geintegreerde en verenigde stelsel. Dit is noodsaaklik sodat aan die behoeftes en verwagtinge van die hele Suid-Afrikaanse bevolking voldoen kan word. Die apartheidsonderwysstelsel was op die tradisionele outoritere benaderingtotonderwys en opvoeding gebaseer. Dit is in 'n groot mate die antitese van die holistiese benadering tot onderwys en opvoeding. Hierdie stelsel, asook die reaksie van diegene wat hulle as slagoffers van die stelsel beskou, word ook beskryf. Die filosofiese grondslag van die apartheidstelsel word ook in ag geneem en met die filosofie van holisme vergelyk. Om gedurig tred te hou met die dinamiese veranderings wat in Suid-Afrika en oor die hele wereld plaasvind, word voorgestel dat 'n nuwe onderwys-I opvoedingstelsel eerder 'n futuristiese benadering moet volg - kennis wat vandag die onderwys en opvoeding domineer, is dalk weer more verouderd.