Time to Dream: 'Reflections on Paul Diederich and the Progressive American High School'
Saved in:
| Title: | Time to Dream: 'Reflections on Paul Diederich and the Progressive American High School' |
|---|---|
| Language: | English |
| Authors: | O'Connor, John S., Lessing, Avi D. |
| Source: | Schools: Studies in Education. Fall 2015 12(2):214-220. |
| Availability: | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High Schools, Progressive Education, Educational Methods, Educational Practices, Educational Objectives, Criticism, Educational Attitudes, Relevance (Education) |
| DOI: | 10.1086/683215 |
| ISSN: | 1550-1175 |
| Abstract: | In this essay, John S. O'Connor and Avi D. Lessing discuss the increasingly reductive and routinized nature of contemporary schools and the costs such an approach holds for students and teachers alike. The current approach is especially troublesome in light of the rich history of progressive voices, such as Paul Diederich, who have cautioned against such an approach for the past 75 years. In the current education climate, schools often concern themselves with the most efficient ways of delivering education, cramming the school day with required classes and common assessments. The authors lament the consequences of these practices, which rob teachers and students of time (to reflect, to create, to think) and which ultimately rob them of their individuality. |
| Abstractor: | As Provided |
| Number of References: | 5 |
| Entry Date: | 2015 |
| Accession Number: | EJ1079918 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In this essay, John S. O'Connor and Avi D. Lessing discuss the increasingly reductive and routinized nature of contemporary schools and the costs such an approach holds for students and teachers alike. The current approach is especially troublesome in light of the rich history of progressive voices, such as Paul Diederich, who have cautioned against such an approach for the past 75 years. In the current education climate, schools often concern themselves with the most efficient ways of delivering education, cramming the school day with required classes and common assessments. The authors lament the consequences of these practices, which rob teachers and students of time (to reflect, to create, to think) and which ultimately rob them of their individuality. |
|---|---|
| ISSN: | 1550-1175 |
| DOI: | 10.1086/683215 |
