Academic literature on the topic 'Victorian Progressive Education Movement'
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Journal articles on the topic "Victorian Progressive Education Movement"
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Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia." British Journal of Music Education 31, no. 1 (September 2, 2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.
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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.
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McLeod, Julie. "Experimenting with education: spaces of freedom and alternative schooling in the 1970s." History of Education Review 43, no. 2 (September 30, 2014): 172–89. http://dx.doi.org/10.1108/her-03-2014-0019.
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Purpose – The purpose of this paper is to explore philosophies of progressive education circulating in Australia in the period immediately following the expansion of secondary schools in the 1960s. It examines the rise of the alternative and community school movement of the 1970s, focusing on initiatives within the Victorian government school sector. It aims to better understand the realisation of progressive education in the design and spatial arrangements of schools, with specific reference to the re-making of school and community relations and new norms of the student-subject of alternative schooling. Design/methodology/approach – It combines historical analysis of educational ideas and reforms, focusing largely on the ideas of practitioners and networks of educators, and is guided by an interest in the importance of school space and place in mediating educational change and aspirations. It draws on published writings and reports from teachers and commentators in the 1970s, publications from the Victorian Department of Education, media discussions, internal and published documentation on specific schools and oral history interviews with former teachers and principals who worked at alternative schools. Findings – It shows the different realisation of radical aims in the set up of two schools, against a backdrop of wider innovations in state education, looking specifically at the imagined effects of re-arranging the physical and symbolic space of schooling. Originality/value – Its value lies in offering the beginnings of a history of 1970s educational progressivism. It brings forward a focus on the spatial dimensions of radical schooling, and moves from characterisation of a mood of change to illuminate the complexities of these ideas in the contrasting ambitions and design of two signature community schools.
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Reese, William J. "The Origins of Progressive Education." History of Education Quarterly 41, no. 1 (2001): 1–24. http://dx.doi.org/10.1111/j.1748-5959.2001.tb00072.x.
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By the dawn of the twentieth century, a new way of thinking about the nature of the child, classroom methods, and the purposes of the school increasingly dominated educational discourse. Something loosely called progressive education, especially its more child-centered aspects, became part of a larger revolt against the formalism of the schools and an assault on tradition. Our finest scholars, such as Lawrence A. Cremin, in his magisterial study of progressivism forty years ago, have tried to explain the origins and meaning of this movement. One should be humbled by their achievements and by the magnitude of the subject. Variously defined, progressivism continues to find its champions and critics, the latter occasionally blaming it for low economic productivity, immorality among the young, and the decline of academic standards. In the popular press, John Dewey's name is often invoked as the evil genius behind the movement, even though he criticized sugar-coated education and letting children do as they please. While scholars doubt whether any unified, coherent movement called progressivism ever existed, its offspring, progressive education, apparently did exist, wreaking havoc on the schools.
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Bebbington, David. "Methodism in Victorian Shetland." Scottish Church History 50, no. 2 (October 2021): 75–97. http://dx.doi.org/10.3366/sch.2021.0051.
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Methodism arrived in Shetland in the 1820s, growing until 1866 and remaining relatively strong. It suffered from the handicaps of geography, the weather, poverty and the dictates of the fishing industry. Lay leadership was hard to find, ministers were overburdened, other denominations provided competition and emigration deprived the Methodist movement of talent. On the other hand, patronage, the work of James Loutit and the doctrines and institutions of Methodism provided advantages. Education and temperance drew in the young, the movement fitted into Shetland life and most fundamentally the Evangelical impulse and episodes of revival brought growth. Shetland Methodism became something exceptional: by far the most successful branch of the denomination in Scotland.
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Coté, Joost. "Imperialism and the Progressive Education Movement: Schooling in Colonial Sulawesi." Paedagogica Historica 31, sup1 (January 1995): 253–77. http://dx.doi.org/10.1080/00309230.1995.11434848.
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Delpit, Lisa. "Skills and Other Dilemmas of a Progressive Black Educator." Harvard Educational Review 56, no. 4 (December 1, 1986): 379–86. http://dx.doi.org/10.17763/haer.56.4.674v5h1m125h3014.
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In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of the process-oriented approach to writing, she describes the estrangement many minority teachers feel from the progressive movement. Her conclusions advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.
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Chiles, Robert. "SCHOOL REFORM AS PROGRESSIVE STATECRAFT: EDUCATION POLICY IN NEW YORK UNDER GOVERNOR ALFRED E. SMITH, 1919–1928." Journal of the Gilded Age and Progressive Era 15, no. 4 (October 2016): 379–98. http://dx.doi.org/10.1017/s1537781416000244.
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Since the Progressive Era itself, scholars have exhibited strong interest in the connections between progressivism and education. Historical studies have elucidated countless ways that such reformist impulses as the settlement house movement, the country life movement, the progressive education movement, the “cult of efficiency,” and battles against social ills like child labor influenced early twentieth-century education policy.1Indeed, as historian Lawrence Cremin has contended, “the Progressive mind was ultimately an educator's mind, and … its characteristic contribution was that of a socially responsible reformist pedagogue.”2
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Brown, Trent, and Dawn Penney. "Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education." European Physical Education Review 19, no. 1 (December 6, 2012): 39–61. http://dx.doi.org/10.1177/1356336x12465508.
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BELL, DUNCAN. "FROM ANCIENT TO MODERN IN VICTORIAN IMPERIAL THOUGHT." Historical Journal 49, no. 3 (September 2006): 735–59. http://dx.doi.org/10.1017/s0018246x06005498.
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This article argues that during the closing decades of the nineteenth century a significant group of British imperial thinkers broke with the long-standing conventions of political thought by deliberately eschewing the inspiration and intellectual authority provided by the examples of the ancient empires. While the early Victorian colonial reformers had looked to the template of Greece, and while many later Victorians compared the empire in India with the Roman empire, numerous proponents of Greater Britain (focusing on the settler colonies, and associated in particular with the movement for imperial federation) looked instead to the United States. I argue that the reason for this innovation, risky in a culture obsessed with the moral and prudential value of precedent and tradition, lies in contemporary understandings of history. Both Rome and Greece, despite their differences, were thought to demonstrate that empires were ultimately self-dissolving; as such, empires modelled on their templates were doomed to eventual failure, whether through internal decay or the peaceful independence of the colonies. Since the advocates of Greater Britain were determined to construct an enduring political community, a global Anglo-Saxon polity, they needed to escape the fate of previous empires. They tried instead to insert Greater Britain into a progressive narrative, one that did not doom them to repeat the failures of the past.
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Franklin, J. "Blacks and the Progressive Movement: Emergence of a New Synthesis." OAH Magazine of History 13, no. 3 (March 1, 1999): 20–23. http://dx.doi.org/10.1093/maghis/13.3.20.
Full textDissertations / Theses on the topic "Victorian Progressive Education Movement"
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Foggo, Anthony. "The radical experiment in Liverpool and its influence on the reform movement in the early Victorian period." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2012339/.
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This thesis investigates the development of radical politics in Liverpool in the first half of the nineteenth century and argues that distinctive events and trends in Liverpool exercised an important influence on the activities of the Reform Movement nationally between 1848 and 1854. It addresses two important but largely neglected areas of historiography: first, the political history of Liverpool in the years between the abolition of the slave trade and the mass influx of Irish refugees in mid-century, during which time the town rose to commercial pre-eminence; secondly, the influence of major provincial centres such as Liverpool on politics at the national level. The origins of Liverpool’s reformist Town Council of 1835-1841 are traced and show a continuity of thought and personalities over several decades against a backdrop of Tory paternalism and institutionalised corruption. The new reformist administration is seen as laying the foundations of a modern society through good governance, financial economy, civil liberty and innovation. On the Corn Laws issue, Liverpool’s reformers were reluctant to follow Manchester’s lead, preferring to pursue free trade on a broad front. This study follows their progress and shows how, ultimately, their thinking on financial reform influenced Cobden’s “National Budget” and remained an ever-present stimulus for several decades. The most prominent of Liverpool’s radical reformers was Sir Joshua Walmsley, whose achievements in both municipal and national politics have received much less attention from historians than they have merited. This study details the influences and experiences in his early career and then traces how, through political dexterity, he pushed parliamentary reform to the forefront of the national political agenda and established the National Parliamentary and Financial Reform Association in 1849. The influence exerted by his Liverpool background on both his political development and style of campaigning may be seen throughout his parliamentary career.
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De, Lange Catharina Jacoba. "Die Progressive Education Movement (PEM) in die VSA en People's Education (PE) in die RSA : 'n fundamenteel-opvoedkundige vergelyking / Catharina Jacoba de Lange." Thesis, Potchefstroom University for Christian Higher Education, 1990. http://hdl.handle.net/10394/8302.
Full textAbstract:
This study is an attempt to draw a fundamental-educational comparison
between the Progressive Education Movement (PEM) in the
USA and People's education (PE) in the RSA. The connection between
these two movements presumably lies in their progressive
nature - therefore the purpose of this comparison is to expose
the fundamental-educational resemblances between the PEM in the
USA en PE in the RSA.
This study is subsequently directed at the presentation of a
fundamental-educational explanation for resemblances and differences
found between concepts of progressiveness as propagated
by the PEM in the USA and PE in the RSA. In order to gather and
arrange data on the PEM in the USA and PE in the RSA, various
methods such as literature study, the problem-historical method,
comparative method, fundamental-reflective and descriptive method
as well as the transcendental-critical method were employed.
In chapter one the context, background, actuality and purpose of
this research are presented, a methodological account is given,
the research field is indicated and the structure of the research
report is briefly outlined.
Data in chapters two and three (wherein the PEM and PE, respectively,
are typified and described) is essential, because the
factors such as culturo-historical background, the spirit of the
age and fundamental factors (such as fundamental religious motives
and outlook on life) on which the relationship (presumably
of a progressive nature) is based, are investigated by means of
this information. Data gathered in chapters two and three is
structured identically in order to clarify the purpose (the core)
of the research, namely a fundamental-educational comparison between
these two movements (chapter four).
structuring of data in chapters two "and three (wherein the PEM
and PE, respectively, are typified and described) highlights the
culturo-historical background, concepts of progressiveness,
philosophies and the educational-philosophical foundations of the
PEM and PE as comparable thought systems. Literature study and
the problem-historical method were primarily employed in arranging
and adopting data for the purpose of this study.
The fundamental-educational comparison in chapter four indicates
the presence of more resemblances than differences in viewpoints
on and handling of progressiveness by the PEM and PE.
Resemblances found in viewpoints on progressiveness can
presumably be explained by way of resemblances in religious apostasy
freedom in nature I fundamental religious motive, the
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humanistic-secular concept of life and biased emphasis on
progression at the cost of tradition. The few differences in
concepts of progressiveness held by the PEM and PE can presumably
be explained by way of differences in their philosophical, pretheoretical
and theoretical foundations. In chapter four primary
use was made of the comparative method, fundamental-reflective
and descriptive as well as the transcendental-critical method.
In chapter five, the concluding chapter, a broad outline of the
research is presented: findings, conclusions and recommendations
are presented by virtue of the research. It was concluded inter
alia that the PEM focuses on the inadequacies of the educational
system in the USA up to the 1950's as well as on the social
reconstruction that had to take place. PE on the other hand
focuses on the shortcomings of the status quo and black education.
It was concluded inter alia that, based on clear
resemblances between their respective origins, the PEM can be
regarded primarily as an embodiment of pragmatism and PE as an
embodiment of Marxism.
Recommendations are made inter alia that changes in education
must be progressive- and simultaneously tradition-bound - then,
and only then can progression be significant; bias and imbalance
can be prevented and the entire process can acquire the true
character of reformation in the Biblical sense. The PEM in the
USA failed in this and PE in the RSA has, up to now, been unable
to maintain the fine balance between tradition and progression.Thesis (MEd)--PU vir CHO, 1990
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Watson, Douglas Robert. "'The road to learning' : re-evaluating the Mechanics' Institute movement." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11817.
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This thesis is a re-evaluation of a movement founded to provide what Samuel Smiles called “the road to learning” for workers in the nineteenth century. Mechanics’ institutes emerged during the 1820s to both criticism and acclaim, becoming part of the physical and intellectual fabric of the age and inspiring a nationwide building programme funded entirely by public subscription. Beginning with a handful of examples in major British cities, they eventually spread across the Anglophone world. They were at the forefront of public engagement with arts, science and technology. This thesis is a history of the mechanics’ institute movement in the British Isles from the 1820s through to the late 1860s, when State involvement in areas previously dominated by private enterprises such as mechanics’ institutes, for example library provision and elementary schooling, became more pronounced. The existing historiography on mechanics’ institutes is primarily regional in scope and this thesis breaks new ground by synthesising a national perspective on their wider social, political and cultural histories. It contributes to these broader themes, as well as areas as diverse as educational history, the history of public exhibition and public spaces, visual culture, print culture, popular literacy and literature (including literature generated by the Institutes themselves, such as poetry and prose composed by members), financial services, education in cultural and aesthetic judgement, Institutes as sources of protest by means of Parliamentary petitions, economic history, and the nature, theory and practice of the popular dissemination of ideas. These advances free the thesis from ongoing debate around the success or failure of mechanics’ institutes, allowing the emphasis to be on the experiential history of the “living” Institute. The diverse source base for the thesis includes art, sculpture, poetry and memoir alongside such things as economic data, library loan statistics, membership numbers and profit / loss accounts from institute reports. The methodology therefore incorporates qualitative (for example, tracing the evolution of attitudes towards Institutes in contemporary culture by analysing the language used to describe them over time) and quantitative (for example, exploring Institutes as providers of financial services to working people) techniques. For the first time, mechanics’ institutes are studied in relation to political corruption, debates concerning the morality of literature and literacy during the nineteenth century, and the legislative processes of the period.
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MacDonald, Margaret. "Elwyn Richardson and The Early World of Art Education in New Zealand." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5114.
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This study examines the work of Elwyn Stuart Richardson, director and teacher of Oruaiti School between 1949 and 1962, an experimental school in Northland, New Zealand and places it with the context of the history of art education in New Zealand. After documenting the historical and educational reform contexts of the first half of the twentieth century, Richardson’s philosophy of art education is framed through an analysis of moments of his early life, schooling and teaching experiences.
Richardson (1925-) is best known for his book In the Early World published by the New Zealand Council of Educational Research in 1964. The book describes his work as a teacher at Oruaiti and highlights his pedagogical belief that the most powerful learning arises out of children’s own lives and experiences, that learning through the arts raises students’ potential for self-knowledge, critical discernment, imagination, understanding, awareness and empathy for others, and that the arts have an important role to play in the fostering of community and social reform.
The administration of art and craft education in the New Zealand primary school during Richardson’s years at Oruaiti was shaped by early advances in manual and technical education. The development of these reforms and the varied educational doctrines school officials used to advocate for the inclusion of these subjects in the curriculum are examined from 1885 to 1920. As well, significant educational policies and events in the 1920s provided exposure to progressive education ideology from abroad. These initiatives contributed to the great interest in child art which grew out of the New Education movement of the 1930s. New ideas about the development of artistic ability in children led to innovative policies in art and craft education that transformed teaching practices and the place of art and craft in New Zealand schools during the 1940s and 1950s. The newly formed Art and Craft Branch of the Department of Education in 1946 reorganised the administration of art education to change public perceptions of art, create contexts of art appreciation and develop community education in tandem with primary school art education.
Examining Richardson’s educational biography is another lens used to understand his philosophy and pedagogy. Oruaiti's status as an experimental school is explored through the unique relationship of Oruaiti School to the Art and Craft Branch of the Department of Education. Further, Richardson’s developing educational philosophy, in particular his ideas about artistic ability in children and the growth of aesthetic standards, is explored relative to the teaching practices of his day.
The study also uncovers the critical role that science played in Richardson’s educational pedagogy and curriculum and the profound influence Richardson’s early educative experiences were to have on the development of his educational philosophy. Locating Richardson’s work within its historical context demonstrates both that he worked in an environment which was hospitable to educational experimentation in the field of art and crafts, and that, on many levels, he transcended the educational practices of his times.
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Burns, William James. "We Must Grow Our Own Artists: Mary-Russell Ferrell Colton, Northern Arizona's Early Art Educator." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/eps_diss/54.
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What were Mary-Russell Ferrell Colton’s contributions to the progressive education movement and the Indian arts and crafts movement in the Southwestern United States at a time when the region was still very remote? Artist, author, amateur ethnographer, educator, and curator; these were but a few of the talents of Mary-Russell Ferrell Colton, co-founder of the Museum of Northern Arizona and early art advocate on the Colorado Plateau. This study investigates how Colton contributed to the progressive education movement and the Indian arts and crafts movement through the work that she did at the museum. There, she labored to increase public awareness of the importance of art education and to revive Native American arts on the Colorado Plateau. Using an extensive collection of archival material in the Colton Collection at the Museum of Northern Arizona, as well as oral history interviews, this historical study provides a nuanced analysis of Colton’s life as an educator. Colton’s influence is not well known today, but her professional contributions merit recognition, giving her a place in the history of American education. This study reveals how Colton’s efforts fit within the context of the work of her contemporaries in Santa Fe and Taos, and within the progressive education movement, from the then relatively remote outpost of Flagstaff. Much can be learned from Colton’s work that is relevant to the field of education today. Her ideals and writings about art education will resonate with opponents of No Child Left Behind. Colton’s work as one of northern Arizona’s earliest art educators contributed to a better understanding of the culture of the various peoples of the Colorado Plateau and to the preservation of Navajo and Hopi traditions through education. Colton made notable contributions to the Indian arts and crafts movement, museum education, and the progressive education movement. A woman of firm convictions and ideals, Colton was strong-willed, and complex, a multi-faceted person with a broad range of interests which she pursued with passion and commitment. This study crosses the boundaries of several disciplines, including educational history, museum studies, women’s studies, educational biography, Native American studies, and art education.
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Dowdle, Brett David. "A New Policy in Church School Work: The Founding of the LDS Supplementary Religious Education Movement, 1890-1930." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2470.
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The following thesis is a study of the founding years of the Mormon supplementary religious education between 1890 and 1930. It examines Mormonism's shift away from private denominational education towards a system of supplementary religious education programs at the elementary, high school, and college levels. Further, this study examines the role that supplementary religious education played in the changes between the nineteenth and the twentieth centuries. During the 1870s and 1880s, Utah's territorial schools became an important part of the battles over polygamy and the control of Utah. As the Federal Government began to wrest control of the schools from the Mormon community, the Church established a system of private academies. Economic problems during the 1880s and 1890s, however, made it difficult for the Church to maintain many of these schools, necessitating the Mormon patronage of the public schools. As a result, in 1890 the Church established its first supplementary religious education program, known as the Religion Class program. The Religion Class program suffered from a variety of problems and was criticized by both Mormon and non-Mormon officials. Despite the failings of the Religion Class program, the need for supplementary religious education became increasingly important during the first two decades of the twentieth century. In 1912, the Granite Stake established the Church's first high school seminary. Within ten years, the seminary program replaced the majority of the academies and became the Church's preeminent educational program. During the 1920s, the Church began extending supplementary religious education to its students in colleges and universities through the establishment of the institute program and the near-complete abandonment of its private colleges and schools. The successive establishment of these three programs demonstrates a shift in Mormon educational priorities and attitudes throughout this period. Whereas the academies and the Religion Class program emphasized a general fear of Americanization, the seminary and institute programs accepted the public schools and much of the Americanization that accompanied them, while at the same time providing means for the continued inculcation of Mormon values into the lives of Latter-day Saint youth.
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Förster, Lars. "arbeiten. sprechen. spielen. feiern." Universitätsbibliothek Chemnitz, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-151897.
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Die Ausstellung und die Broschüre mit dem Titel „arbeiten. sprechen. spielen. feiern.“ laden dazu ein, anhand fotografischer Quellen einen kritischen Blick auf die Praxis der Reformpädagogik im 20. Jahrhundert zu werfen und neue Impulse für die eigene Beschäftigung mit diesen Ansätzen aufzunehmen. Sie richtet sich insbesondere an Studierende des Lehramtes, an angehende und aktive Lehrer, an Wissenschaftler in den Bereichen Historische Bildungsforschung, Erziehungswissenschaft und Schulpädagogik sowie an Interessierte aus Berufen der pädagogischen Praxis. Darüber hinaus ist die Ausstellung so konzipiert, dass sie für universitäre Lehrveranstaltungen, z. B. für Einführungen in das wissenschaftliche Arbeiten, genutzt werden kann. Sie möchte dementsprechend das Vorhaben unterstützen, Kenntnisse der Fotoanalyse zu vermitteln, um somit grundlegende Kompetenzen im wissenschaftlichen Arbeiten mit der Quelle Foto aufzubauenThe exhibition and the brochure with the title “working. speaking. playing. celebrating.” encourages taking a critical look at the practice of the progressive educational movement in the 20th century and provides a new impetus for taking up practical experience with this pedagogical approach by oneself. It is especially aimed at students to become a teacher, future and regular teachers, scientists in the fields of Historical Educational Research, Education and School Pedagogy, as well as other interested educators in practice. Furthermore, the exhibition is designed in a way that it can be used for lectures at university, e.g. for the introduction of scientific work. Consequently, it supports the idea of conveying knowledge of photographic analysis to build up basic competences in the scientific work of photos used as sources
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Maxwell, Shandell S. "Religious Racial Socialization: The Approach of a Black Pastor at an Historic Black Baptist Church in Orange County, California." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1611354416371066.
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Hudziak, Candace Suzanne. ""Fearless Rest and Hopeful Work": The Arts and Crafts Movement in Indianapolis, 1890-1925." Thesis, 2005. http://hdl.handle.net/1805/4993.
Full textBooks on the topic "Victorian Progressive Education Movement"
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Roberts, Elise M. Integrating and connecting environmental education and the progressive movement: A community-centered, grassroots approach. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2006.
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I, Brown Stephen, Finn Mary E, and Brown Eileen T, eds. Readings from Progressive education: A movement and its professional journal. Lanham, MD: University Press of America, 1988.
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The Progressive Education Movement: Is It Still a Factor in Today's Schools? Rowman & Littlefield Education, 2006.
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The Progressive Education Movement: Is It Still a Factor in Today's Schools? Rowman & Littlefield Education, 2006.
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Write Dance: A Progressive Music and Movement Programme for the Development of Pre-Writing and Writing Skills in Children. Chapman Publishing, Paul, 2005.
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Oussoren, Ragnhild. Write Dance: A Progressive Music and Movement Programme for the Development of Pre-Writing and Writing Skills in Children. Chapman Publishing, Paul, 2001.
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Parker, Joanne, and Corinna Wagner, eds. The Oxford Handbook of Victorian Medievalism. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780199669509.001.0001.
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Victorian medievalism physically transformed the streets of Britain. It lay at the root of new laws and social policies. It changed religious practices. It deeply coloured national identities. And it inspired art, literature, and music that remains influential to this day. Sometimes driven by nostalgia, but also often progressive and future-facing, this wide-reaching movement, which reached its peak during the reign of Queen Victoria, looked back to a range of different peoples and historical periods spanning a thousand years, in order to inspire and vindicate cultural, political and social change. Medievalism was pervasive in Victorian literature, with texts ranging from translated sagas to pseudo-medieval devotional verse, to triple-decker novels. It became a dominant architectural mode – transforming the English landscape, with 75% of new churches built on a ‘Gothic’ rather than a classical model, as well as museums, railway stations, town halls, and pumping stations. It was appealed to by both Whigs and Tories. But it also permeated domestic life – influencing the popularity of beards, the naming of children, and the design of homes and furniture. This landmark study is an attempt to draw together for the first time every major aspect of Victorian medievalism, and to examine the phenomenon from the perspective of the many disciplines to which it is relevant, including intellectual history, religious studies, social history, literary history, art history, and architecture. Bringing together the expertise of 39 experts from different subject areas, it reveals the pervasiveness and multi-faceted character of the movement in the nineteenth century, and explains its continuing legacy today.
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Snyder, Jean E. Hamilton Waters and the Struggle for Freedom and Education. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039942.003.0001.
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This chapter examines what shaped Harry T. Burleigh and from what surroundings he came. The story of Harry T. Burleigh begins on March 5, 1832, in Somerset County, Maryland, when his grandfather, Hamilton Elzie Waters, arranged to purchase his freedom for fifty dollars and that of his mother, Elizabeth Lovey Waters, for five dollars, from slaveholder James Tilghman. In 1835 Hamilton Waters and his mother migrated from Maryland to Ithaca, New York. Later in 1838 the Waters family moved to Erie, Pennsylvania. The history of the educational opportunities available to African Americans in nineteenth-century Erie reflects the progressive nature of the abolitionist movement as well as its ironies. Harry's mother, Lovey Waters, instilled in her son the belief that no dream of achievement was unattainable. And through his early relationship with his grandfather, young Harry absorbed Hamilton Waters's belief in his entitlement to full citizenship as well as a knowledge of the distinctive cultural heritage through which those who were enslaved transcended the pain and the limitations of their captivity.
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Kemeny, P. C. The New England Watch and Ward Society. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190844394.001.0001.
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The New England Watch and Ward Society provides a new window into the history of the Protestant establishment’s prominent role in late nineteenth-century public life and its confrontation with modernity, commercial culture, and cultural pluralism in early twentieth-century America. Elite liberal Protestants, typically considered progressive, urbane, and tolerant, established the Watch and Ward Society in 1878 to suppress obscene literature, including Walt Whitman’s Leaves of Grass. These self-appointed custodians of Victorian culture enjoyed widespread support from many of New England’s most renowned ministers, distinguished college presidents, respected social reformers, and wealthy philanthropists. In the 1880s, the Watch and Ward Society expanded its efforts to regulate public morality by attacking gambling and prostitution. The society not only expressed late nineteenth-century Victorian American values about what constituted “good literature,” sexual morality, and public duty but also embodied Protestants’ efforts to promote these values in an increasing intellectually and culturally diverse society. By 1930, however, the Watch and Ward Society suffered a very public fall from grace. Following controversies over the suppression of H. L. Mencken’s American Mercury as well as popular novels, including Sinclair Lewis’s Elmer Gantry and D. H. Lawrence’s Lady Chatterley’s Lover, cultural modernists, civil libertarians, and publishers attacked the moral reform movement, ridiculing its leaders’ privileged backgrounds, social idealism, and religious commitments. Their critique reshaped the dynamics of Protestant moral reform activity as well as public discourse in subsequent decades. For more than a generation, however, the Watch and Ward Society expressed mainline Protestant attitudes toward literature, gambling, and sexuality.
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Ware, Susan. 3. The challenges of citizenship, 1848–1920. Oxford University Press, 2015. http://dx.doi.org/10.1093/actrade/9780199328338.003.0004.
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‘The challenges of citizenship, 1848–1920’ outlines the pressing issues of American life from the Civil War through to World War I. The activism of women such as Ida Wells-Barnet describes the struggle for African Americans to find political and economic justice after emancipation. Jim Crow segregation and hardening racial attitudes made free life for African Americans very difficult. The Civil War also acted as an important spur to industrialization. Immigration and female wage labor was central to this surge. The growth of higher education was an important precondition for women's new public engagement. The final push for suffrage, which was part of the larger Progressive era reform movement, is also described.
Book chapters on the topic "Victorian Progressive Education Movement"
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Feinberg, Walter. "Toward a new Progressive Educational Movement." In Dewey and Education, 103–26. Routledge, 2018. http://dx.doi.org/10.4324/9781351049795-5.
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"The Dual Crisis of Neoliberalism and Progressive Education." In Toward a New Common School Movement, 40–56. Routledge, 2015. http://dx.doi.org/10.4324/9781315631523-9.
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Wright, Maureen. "Headmistress: The education campaign 1862–67." In Elizabeth Wolstenholme Elmy and the Victorian Feminist Movement, 48–66. Manchester University Press, 2011. http://dx.doi.org/10.7228/manchester/9780719081095.003.0003.
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Pedersen, Joyce Senders. "Some Socio-Economic and Demographic Perspectives on the Movement for Women’s Educational Reform." In The Reform of Girls’ Secondary and Higher Education in Victorian England, 12–33. Routledge, 2017. http://dx.doi.org/10.4324/9781351181686-2.
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Golemon, Larry Abbott. "Creating a Modern Profession." In Clergy Education in America, 200–243. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780195314670.003.0007.
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The sixth chapter analyzes theological schools that realigned themselves with the modern research university. Several narratives are explored: the struggle between Thomas Jefferson’s University of Virginia and seminary founders like John Holt Rice; the influence of the German university through immigrants like Phillip Schaff and theologians who studied abroad; the pragmatic adaptation of the German encyclopedia for organizing theological studies; the impact of the American university’s pragmatism, social sciences, and social reform on seminaries; and the influence of progressive education and the religious education movement on theological schools. University Divinity schools led this movement, especially the University of Chicago built by William Rainey Harper, but a number of independent schools, like Union Theological Seminary in New York, sought such realignment as “theological universities.” This realignment of theological schools had significant benefits, as it increased elective studies, developed specialized fields of ministry, and brought the social sciences to theological education. However, the realignment had unforeseen problems as it widened the gap between academics and those of professional practice; distanced faculty from interdisciplinary work and church leadership; replaced the Bible as a unifying discipline with “the scientific method”; and replaced the integrative role of oral pedagogies with scholarly lectures and the research seminar.
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Ginn, Geoffrey A. C. "University extension and the settlement idea." In The Settlement House Movement Revisited, 91–108. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447354239.003.0006.
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This chapter focusses on two of the earliest settlement houses in the United Kingdom, Toynbee Hall and the Bermondsey Settlement. It examines the activities of the residents of these settlements and explores the contribution made by university extension, an effort to develop university teaching into a more democratic social force. to the inception and practical operations of them. Indeed, a close look at the activities of these settlements and the motivations of their founders and residents does indeed show that, alongside religious imperatives and paternalistic notions of class reconciliation through personal contact, the settlements embodied a progressive commitment to education that could be endorsed across class divide. As such, educational activities aimed to bring the knowledge of the universities to the working class neighbours living in the slums in which the settlement houses were established were a crucial element in their work.
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Tarlau, Rebecca. "Transforming Universities to Build a Movement." In Occupying Schools, Occupying Land, 82–126. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190870324.003.0003.
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Chapter 2 focuses on the MST’s most important educational program, the National Program for Education in Areas of Agrarian Reform (PRONERA), created in 1998 and put under the auspices of the National Institute of Colonization and Agrarian Reform (INCRA). Through PRONERA the MST created its first university bachelor’s degree program, which enhanced activists’ political and technical capacities and integrated them into the movement. At the same time the MST’s educational vision repeatedly came into conflict with established educational norms, even in a university with progressive and supportive professors. The second part of the chapter analyzes the expansion of PRONERA and how its structure of triple governance within INCRA has allowed for ample social movement participation. In 2008, there was an explicit attack on this program, exemplifying that the institutionalization of social movement goals has to be constantly defended through contentious mobilization.
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Turner, Frank M. "Victorian Classics: Sustaining the Study of the Ancient World." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0007.
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This chapter provides an overview of the history of Victorian classical studies. The teaching and knowledge of the Classics in Britain had expanded throughout the Victorian era as the number of educational institutions grew and as the numbers of people with the aspiration for social mobility through education had similarly expanded. More people wanted some kind of knowledge of the classical languages and the classical world because they provided avenues for advancement in secondary schools, the universities, the church, the military, the professions and the civil service. The chapter also describes the major role played by George Grote in British and European classical study. Grote forged a progressive intellectual identity for the study of ancient languages, literature, philosophy and history. He introduced dynamic modern ideas into classical scholarship and sustained the Classics as a force of modern instruction.
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Tribe, Keith. "Political Economy and the Science of Economics in Victorian Britain." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0005.
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This chapter looks at the historical understanding of political economy. It also describes the transformation of political economy as a general understanding of wealth and its distribution to a new science of economics. This transition can be linked to the expanding system of public education during the later end of the nineteenth century and the reorganisation of university life around teaching and research in modern subjects. The movement for wider access to higher education was associated with the formation of new university subjects in the humanities. Among these modern subjects, commerce and economics were prominent as new disciplines of study relevant to the modern world.
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Tekle Abegaz, Solomon. "A Human Rights-Based Approach to Maternal and Child Health in Ethiopia: Does it Matter to Promote Health Equities?" In Education, Human Rights and Peace in Sustainable Development. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.83513.
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A rights-based approach to health helps to address health equity gaps. While several aspects of health as a human right exist, this chapter highlights particular indicators relevant to shaping a human rights approach to maternal and child health in Ethiopia. These indicators include recognition of the right to health; national health plan; accessible and acceptable health-care services; accountability; and a civil society that draws on the agency of vulnerable groups. Probing the extent to which the Ethiopian health system includes these features, this chapter identifies that the Federal Constitution does not adequately recognize maternal and child health as a human right. While identifying the positive developments of increased access to women’s and children’s health-care services in Ethiopia, the chapter also charts problems that limit further improvement, including health workers’ inability from making the right health-care decisions; extreme gaps in ensuring accountability; and a restrictive law that restrains social mobilization for a proper health rights movement. The chapter concludes by providing recommendations to the government of Ethiopia that addressing these problems using a rights-based approach offers an alternative pathway for the progressive realization of the right to health of women and children, and it thereby improves health inequities in the country.
Conference papers on the topic "Victorian Progressive Education Movement"
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Badarudin. "Literacy Movement Read Al-Quran through Habits of Reading Fifteen Minutes every day." In Proceedings of the 4th Progressive and Fun Education International Conference (PFEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/pfeic-19.2019.3.
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Habsary, Dwiyana, Indra Bulan, and Afizal Setiawan. "Learning Environment Through Dance Movement." In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305243.
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Woolley, Tom. "Architectural Education and Community Power." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.53.
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Architectural Education in the UK has drifted toward an esoteric preoccupation with style and artistic production and is ignoring important issues of society and urban change. Techniques of user participation and involvement of students in real life social problems is on the agenda in only a few schools of architecture. Yet in the real world more emphasis is being placed on tenants and resident participation in social housing programmes. The Community Technical Aid movement is going from strength to strength. However UK schools of architecture are not preparing students for work of this kind. In this paper it is argued that architectural history and theory is largely to blame for placing too much emphasis on precedent studies divorced from social and political context. Progressive movements in CIAM and radical social programmes are ignored in favour of pre-occupation with fashionable but content free stylisms.
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Горохов, С. А. "The Role of Ecophilosophy in the Formation of New Worldview Approaches in Education." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.79.56.059.
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в статье рассматриваются вопросы качественных изменений, происходящих в современном обществе. Генерируют данные изменения шестая научно-техническая революция и переход от техногенного общества к информационному. Автор подчеркивает необходимость формирования нового мировоззрения, которое даст возможность осуществить данное изменение не революционным, а эволюционным путем. Особое внимание уделяется системе образования, служащей основой поступательного движения общества в данных преобразованиях. Отмечается необходимость смещения акцента с технических изменений, происходящих в обществе, на человека, его развитие, воспитание и образование. Драйвером этих процессов может выступить экофилософия как мировоззренческий аспект происходящих в обществе преобразований. Именно эколософия может являться тем каркасом, который через мировоззрение свяжет природную и культурною системы в единое целое. the article deals with the issues of qualitative changes taking place in modern society. The generator of these changes is the sixth scientific and technical revolution and the transition from a man-made society to an information society. The author emphasizes the need to form a new worldview, which will make it possible to implement this change not in a revolutionary, but in an evolutionary way. Special attention is paid to the education system, which is the basis for the progressive movement of society in these transformations. There is a need to shift the focus from technical changes taking place in society to the human being, his development, upbringing, and education. According to the author, the driver of these processes can be ecophilosophy as a worldview aspect of the transformations taking place in society. Ecophilosophy can be the framework that connects the natural and cultural systems into a single whole through the worldview.