Towards a New Progressivism in Primary School Education

Abstract

An ideologically neutral orthodoxy of primary school educational practice may be developing in the United Kingdom on the basis of a critique of 'progressive' methodologies found, for example, in the writings of Robin Alexander. This paper expresses caution about such a development, by defending principles underlying progressive or 'child-centred' approaches to classroom practice against misconception and misrepresentation as well as against more substantiated attacks. It argues for a development of child-centred teaching methods within the English/Welsh National Curriculum in the light of current models of mind and human development and the sorts of practical demands the National Curriculum makes on primary school teachers.

The role of formal and informal theory in the training of student teachers

“…Despite the increasing political attack on progressivism there is also the continuing belief, amongst many practitioners, that primary education should be 'child centred' (Silcock, 1993). We contend that the attack on progressivism is little more than a criticism of a caricature of an ideology.…”

“…Drawing from the available formal theory, there are at least three possible ways to fill the vacuum. The first would be to adopt what Silcock (1993) refers to as the 'new orthodoxy of ideological neutrality'. This is concerned with a pragmatic approach to teaching and learning which stresses situational skills and practical issues of 'balance' and 'fitness for purpose' rather than any philosophical or psychological basis.…”

“…The first position we consider is that outlined by Alexander (1992) and referred to by Silcock (1993) as the 'new orthodoxy of ideological neutrality.' This idea has been put forward over recent years, not as a coherent policy or philosophy but as the consequence of the imposition of a particular political ideology on education.…”

Exploring 5 Years of Research on the Conceptualization of Child Participation from the Perspective of ECE Philosophy: A Systematic Literature Review

“…Furthermore, American education places significant emphasis on the simultaneous growth of pupils in alignment with progressivism. According to Silcock (1993), it is essential for children to undergo proper development through a child-centered approach. This is because when children willingly and energetically engage in class, it motivates them to attain educational objectives.…”