This paper examines progressivism as a guiding educational philosophy in program planning, drawing on the author's personal experience as a science coordinator and adult education instructor. It discusses how progressive principles — connecting classroom learning to real-world contexts, fostering student independence, and empowering teachers — inform curriculum development, technology integration, and cooperative decision-making. The paper also addresses the tension between student-centered, experiential learning and the institutional demands of standardized testing, arguing that motivated, inquiry-driven students are ultimately better equipped to meet academic benchmarks.
The institution with which I am currently involved embraces a program model founded upon a progressive philosophy of education. Progressivism in education demands that an institution draw on the student's current base of knowledge and build upon the student's experiences. It requires that the educator relate classroom concepts to society and encourage the learner's independence, willingness to engage with new ideas, and desire to listen to both fellow students and the teacher. I am currently teaching a course entitled New Methods in Teaching Adults, which focuses on learning for adults through self-directed inquiry.
My institution's philosophy of progressivism recently motivated me to establish an environmentalist club, in order to connect what is learned in the classroom to real-life dilemmas. Meetings are filled with a spirit of optimism, yet the organization's agenda remains devoted to meeting practical challenges. Decision-making is undertaken cooperatively between teachers and students, reflecting the progressive commitment to shared agency in the learning process.
After seven years as an educator, I became a science coordinator and consultant for sixteen teachers at my school. I seek to take the educational principles used in my own classroom and work with instructors to bring a progressive philosophy into their classrooms in a more systematic fashion. I try to broaden the capacity of teachers to think as progressives, as well as help them develop more motivational instructional tools. I believe in empowering students by first empowering teachers.
I have worked with the Board of Education at my school on a project entitled "To End E-Learning" with the Swedish Institution in Stockholm, as a way of encouraging my school to adopt a more international perspective. This collaboration has reinforced my conviction that progressive education is not confined to a single classroom or country, but is a globally relevant framework for meaningful learning.
Partly from my experiences working with the Swedish Institution, I have begun integrating computers into my teacher training, knowing that it is essential for our science curriculum to keep pace with the times. I do not want teachers to be left behind technologically, especially as students are arriving in class more fluent in new technology than ever before. I was able to secure funding to send some teachers abroad for training courses and have used technology to connect with educators internationally over the Internet.
"Integrating technology and international partnerships into curriculum"
"Balancing student motivation with standardized assessment demands"
Always verify citation format against your institution’s current style guide requirements.