Progressivism and Curriculum Philosophy in Modern Education

Introduction and Curriculum Defined

Progressivism is a philosophy based on preparing students for a more competitive and demanding global environment. Espoused by influential psychologist and philosopher John Dewey in 1938, this concept of education attempts to move beyond the impractical theory that pervades much of current educational curriculum. It also advocates for continual learning on the part of the instructor in order to keep skills current and to properly teach students about real-world applications. In this author's view, progressivism is the more preferable approach, as it best prepares students for active participation in a globalized world.

As technology continues to permeate every sector of society, it is critical for students to develop strong critical thinking skills that continually challenge the status quo. This is important for several reasons. First, technology is predicated on rapid change. As it spreads across the globe, the industries it touches become subject to significant disruption. Industries once considered stable — such as banking and retail — are now being challenged dramatically by technology. It is therefore important to teach students the latest critical thinking skills rather than theory that may become obsolete within just a few years.

The antiquated teaching methods and curriculum currently in use are, in this author's opinion, harming the competitive position of the United States relative to the rest of the world. A large number of students are graduating with degrees that are neither demanded nor needed by society at any meaningful scale. Disciplines such as Dance, Psychology, Creative Writing, History, Archeology, and Anthropology are not in particularly high demand relative to the number of graduates they produce. Many of these graduates end up working in fields completely unrelated to their degree. Saddled with debt, a degree of limited market utility, and slim job prospects, both the student and society ultimately suffer. These outcomes cannot be completely eliminated through progressivism, but they can be mitigated by providing students with an honest, real-world perspective on life and skill applications. With functional expertise, students can be better prepared to enter society in a manner that benefits both the individual and the community as a whole (Flinders, 2013).

This author's educational philosophy is predicated on three key tenets that directly correlate to the principles of progressivism. First, and arguably most importantly, students must take ownership of their learning experience. They should be empowered to speak up and engage with both the instructor and school leadership. Students should seek to help improve the overall learning experience by offering constructive criticism when needed. In addition, students must engage with the educational material in a manner that is genuinely beneficial to them.

With progressivism, learning is based on practical outcomes. As a result, students cannot succeed by simply memorizing formulas or theories. Instead, they must engage with peers, make mistakes, learn from those mistakes, and take a much more hands-on approach. Admittedly, this approach may not work for every student, but it provides a far more comprehensive foundation for learning with direct implications for the student's future. As such, the student must take ownership of their experience and connect it to their vision for the future. That vision may evolve, but students must remain willing to engage with the curriculum.

Educational Philosophy: Progressivism

Second, teachers must be engaged and must use data-driven instruction to support student learning. This approach fosters a cooperative relationship between students and teachers that ultimately produces shared outcomes for both parties. Finally, leaders must continually push the overall classroom to achieve higher and higher standards (Higgins, 2009).

This author's curriculum perspective is decidedly experiential, as advocated by John Dewey in 1938. The experiential perspective is arguably the best approach, as it properly prepares students for a future grounded in skills, innovation, creativity, and critical thinking. Dewey originally developed his perspective based heavily on inquiry and project-based activities. In this framework, the basis for education is curiosity rooted in the student's passion for a particular subject. This is unique in that curriculum can be developed to leverage a student's passion through activities grounded in the real world.

Traditionally, students are not deeply engaged because they are handed a set of facts and expected to memorize them. Through an experiential curriculum perspective, these passive methods are replaced with far more effective approaches predicated on practical learning. The approach should therefore be based on open-ended questions that guide students toward exploration and discovery rather than toward memorization. In this model, the teacher functions not only as an instructor but also as a facilitator, coach, and observer. The instructor rarely provides the "right answer" outright; instead, they aid students in discovering what they believe the right answer to be. Students then discuss with one another the appropriate methods or observations needed to arrive at a correct conclusion.

This more comprehensive approach allows students to learn from their own mistakes as well as from the experiences of others. It also allows each student to grow by encountering diverse perspectives they might not have otherwise encountered. This is critical because it enables students to learn from one another rather than simply memorizing textbook theory that may not be applicable to a given problem. This becomes especially important in the context of a technological revolution, where developing strong critical thinking skills is paramount.

Curriculum Perspective: Experiential Learning

From a curriculum standpoint, critical thinking skills are essential elements to master. They allow students to apply their knowledge in ways that advance their chosen profession. All too often, students simply regurgitate information without regard to its meaning or application. Through critical thinking, students can challenge the status quo and advance professional knowledge through their own research and inquiry. This benefits not only the individual but society as a whole (Gutek, 2014).

The district and schools this author is familiar with heavily utilize the constructivism approach to education. Constructivism is based on the premise that students leverage their own past experiences when learning. This is important because students must ultimately apply their skills in real-world environments. Traditional teaching curriculum, however, focuses almost exclusively on memorization — often to prepare students for standardized tests used to evaluate both the student and the school.

This problem is exacerbated by school funding programs that are tied to overall school performance on standardized tests. As a result, teachers often teach to the test rather than toward genuine comprehension and retention. This creates a significant dilemma: teachers are essentially depriving students of the real-world applications they need for future success and replacing them with rote memorization that serves little purpose beyond improving test scores.

Furthermore, constructivism can be problematic when students' past experiences have been negative, as those experiences can further contribute to poor academic outcomes. When a student's prior knowledge is limited or harmful, relying on it as a foundation for new learning can reinforce rather than correct misconceptions (Graham, 2007).

Several recommendations emerge from this analysis. First, students must leverage real-world experience to compete in an increasingly competitive and dynamic labor market. Second, they must develop soft skills such as critical thinking, change management, and collaboration — all of which will be essential for the jobs of the future. Finally, both students and teachers must commit to lifelong learning to ensure that their skills remain relevant in a rapidly changing environment.

Conclusion

Gutek, G. (2014). Philosophical, ideological, and theoretical perspectives on education (2nd ed.). Pearson.

Higgins, P. (2009). Into the big wide world: Sustainable experiential education for the 21st century. Journal of Experiential Education, 32(1), 14–31.