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From the particular to the general, the continuous to the discontinuous: progressive education revisited

From the particular to the general, the continuous to the discontinuous: progressive education... , 2001, 30, 5, 413 ±432 HISTORY OF EDUCATION VOL. NO. From the particular to the general, the continuous to the discontinuous: progressive education revisited Kevin J. Brehony School of Education, University of Reading, Whiteknights, Reading, UK. e-mail: k.j.brehony@rdg. ac. uk Until relatively recently, writing on `progressive education’ has tended to gravitate to one of the following genres. First, descriptive historical accounts of an empirical kind. A second genre consists of attempts to evaluate the e ectiveness of progressive approaches to pedagogy. A third genre has been constituted by writing that is perhaps best categorized as normative. Writing in this genre is characterized by advocacy and it has attempted to attribute all kinds of e ects to progressive educa- tion, both positive and negative. These genres have now been joined by another that is rooted ®rmly in the History of Education and is exempli®ed by the work of Herbert Kliebard and Sol Cohen. Their work challenges what most previous approaches, written from whatever position, have taken for granted, namely the utility or desirability of using the label progressive education. Kliebard, for example, after a review of work by historians in ®elds other than education, questions, `whether there is anything http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png History of Education Taylor & Francis

From the particular to the general, the continuous to the discontinuous: progressive education revisited

History of Education , Volume 30 (5): 20 – Sep 1, 2001
20 pages

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References (60)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1464-5130
eISSN
0046-760X
DOI
10.1080/00467600110064717
Publisher site
See Article on Publisher Site

Abstract

, 2001, 30, 5, 413 ±432 HISTORY OF EDUCATION VOL. NO. From the particular to the general, the continuous to the discontinuous: progressive education revisited Kevin J. Brehony School of Education, University of Reading, Whiteknights, Reading, UK. e-mail: k.j.brehony@rdg. ac. uk Until relatively recently, writing on `progressive education’ has tended to gravitate to one of the following genres. First, descriptive historical accounts of an empirical kind. A second genre consists of attempts to evaluate the e ectiveness of progressive approaches to pedagogy. A third genre has been constituted by writing that is perhaps best categorized as normative. Writing in this genre is characterized by advocacy and it has attempted to attribute all kinds of e ects to progressive educa- tion, both positive and negative. These genres have now been joined by another that is rooted ®rmly in the History of Education and is exempli®ed by the work of Herbert Kliebard and Sol Cohen. Their work challenges what most previous approaches, written from whatever position, have taken for granted, namely the utility or desirability of using the label progressive education. Kliebard, for example, after a review of work by historians in ®elds other than education, questions, `whether there is anything

Journal

History of EducationTaylor & Francis

Published: Sep 1, 2001

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