04360nam 2200577 a 450 991082649870332120200520144314.01-135-70008-71-135-70009-51-280-10516-X0-585-44788-80-203-48744-3(CKB)1000000000005566(StDuBDS)AH3711781(SSID)ssj0000432126(PQKBManifestationID)11306552(PQKBTitleCode)TC0000432126(PQKBWorkID)10493653(PQKB)10826125(MiAaPQ)EBC167288(OCoLC)952620815(OCoLC-P)952620815(FlBoTFG)9780203487440(EXLCZ)99100000000000556619990708d1999 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierNew Progressivism /Peter Silcock1st ed.London Falmer Press19991 online resource (184 pages)Bibliographic Level Mode of Issuance: Monograph0-7507-0969-3 0-7507-0968-5 Includes bibliographical references and index.Book Cover -- New Progressivism -- Dedication -- Title -- Copyright -- Contents -- Acknowledgments -- Foreword -- Chapter 1 Introduction -- The need for a revised progressivist ideology -- Recent historical background -- Structuring the argument -- Chapter 2 The Value of Educational Ideologies -- What are educational ideologies? -- Problems with educational ideologies -- The value of educational ideologies -- Chapter 3 Progressivism, Traditionalism and Pragmatism -- How many educational ideologies are there? -- Defining educational ideologies -- Three ideologies -- Mixing ideologies -- Chapter 4 Progressivism and National Curricula -- International comparisons -- Progressivism in English primary schools -- Alternative classroom ideologies -- Summary -- Chapter 5 New Progrcssivism: Principles to Be Reviewed -- Chapter 6 Developmentalism -- Piaget and Vygotsky -- Reconciling developmental traditions -- Summary: a 'new' developmentalism -- Chapter 7 Curricular Values: The Relationships between Learners and their Knowledge -- The problem with traditional values -- Processes -- Learners' relationships with their knowledge -- Process outcomes -- Progressivism and educational humanism -- Chapter 8 Informal Teaching Methods -- The nature of formal and informal teaching -- Pragmatic methodologies -- Dewey and a democratic primary school classroom -- Procedural principles -- Chapter 9 Choice -- Liberating learners -- Pupil rights -- Pupil autonomy -- Conclusion: educating for autonomy-mapping, assisting, guiding -- Chapter 10 Modern Progressivism -- Ideological foundations -- Ideological roots -- Critics of the English/Welsh National Curriculum -- Modern progressivists -- References -- Index.Many useful things that progressivism has to offer (child-centred approaches, flexibility of response, negotiated and democratic classroom organisation) have been swept aside in the march of traditionalist policy. Taking robust theories of developmental psychology derived from the work of Swiss psychologist Piaget and Russian developmentalist Vygotsky, Silcock reasserts the need to explore the positive potential of new progressivism, and looks at how progressivist approaches can help teachers improve their classroom. Many useful things that progressivism has to offer (child-centred approaches, flexibility of response, negotiated and democratic classroom organisation) have been swept aside in the march of traditionalist policy. Taking robust theories of developmental psychology derived from the work of Swiss psychologist Piaget and Russian developmentalist Vygotsky, Silcock reasserts the need to explore the positive potential of new progressivism, and looks at how progressivist approaches can help teachers improve their classroom.Progressive educationGreat BritainProgressive education370.941Silcock Peter928354MiAaPQMiAaPQMiAaPQBOOK9910826498703321New Progressivism4073534UNINA