Introduction
Progressive education embodies a structural realization based on the tenets of Freire that the design to reproduce relative dominations in every society. The pedagogical principles anchored in a progressive education system infuse the process of learning with the basic societal values. The implication of this tenet is to bring about the kind of change that is necessary for a progressive social, economic, and cultural society. Such an education no longer views the students as passive recipients of information. Instead, the system views the learners as active creators of knowledge in the process of learning. The kind of education system that is founded on such an approach is a vibrant learning community where there is respect for every member of the society based on the values of social justice and democracy. Drawing from the belief of Horton, it is plausible to note that education is a form of social movement that allows individuals to discover that all facets of life in the society are dynamic (115). The education should be such that it supports the development of every individual within a caring society, helping them to achieve self-learning, engaging within the society, and positively contributing to the society. The most effective pedagogical approach, within the frameworks of Freire and Dewey, creates a system of education that allows learners to contribute to the social, economic, and cultural development of the society. As such, the theories suggest a system of education where the learners do not simply sit and wait for the input of the teachers, but are completely involved and engaged in creating the content and the learning process in general through experiment.
Comparison of Theories
Education is an important part of the society and should have an impact towards the betterment of every member regardless of diversity. Various theorists have come with their ideas about what it means for education to contribute to the society. Two such theorists are Paulo Freire and John Dewey. In the Pedagogy of the Oppressed, Freire proposes the need to replace capitalism with just social order. In the process, the society should be such that all the members have their humanity (Freire 1). Freire constructs a pedagogical dimension that calls on individuals to cultivate through own growth through daily life experiences that are useful in the learning process. Such a society should not have any person or group that is oppressed, going against classism, racism, discrimination and all forms of inequality. Thus, after overthrowing the oppressors, the once oppressed should not turn out to be oppressors (Freire 7). In Democracy and Education, Dewey suggests the importance of making the society productive, and thus, education should be designed in such a way that it achieves this aspect (Dewey 3). The content of learning should build the reality of learners from the circumstances that establish the events of the life of a learner. Within the society, people should have the independence to perform their roles and contribute to the humanity without any form of oppression.
While the two theories differ in their fundamental assumption based on the role of education within the society, the two philosophies have some similarities. According to Freire, education has an important role of educating the members of the society such that the oppressed will liberate themselves from the oppression (Freire 1-2). On the contrary, Dewey points out the school environment of blackboards, desks and school yards puts no demand on the intimate acquaintance with the circumstances in the historical, physical, economic and occupational facets of the society (17-19). In the case of the theory proposed by Freire, education appears to be focused only on the oppressed in the society, as they require to be liberated through learning. However, the theory fails to approach the need for change in the society in general. This implies that progressive education forms the basis on which policy makers introduced various reforms in the education systems, focusing more on the interplay between personal responsibilities and the physical realities of life. In fact, Dewey has proposed the same approach. In this case, the theorist proposes the change in society, through education that will enable individuals to align their learning to the social, economic, and cultural realities in the society.
However, the two theories match from the perspective of changing the society such that there are no elements of classism, racism, discrimination, or any other form of inequality. From the two theoretical perspectives, education is the basis for the promotion of an equal and just society for all. Thus, the theories suggest the need to have a kind of education that engages all the students to play an important role in changing their societies in a positive manner. The theories are such that they fit into the social realities. Dewey emphasizes on the role of the teacher in developing a future society. However, Freire embodies antidemocratic sentiments that intellectuals should play in fighting the oppressive systems (Hildreth 922).
Critical Reflection on Appropriate Theory and Pedagogy
The most effective theory and pedagogy in education is the one proposed by Dewey, though borrowing from critical aspects of other theories that proposes a system that goes against social stratification and class division thereby achieving a society that overcomes economic inequalities (Dewey 5). Clearly, change must begin as early as possible in the education process since from a young age, children should be taught about the need to make their society better for every member. As opposed to Freire who appears to focus on adult education as the main drivers towards liberation, Dewey proposes the focus of teaching democracy to children from the elementary level. The work of Dewey remains the most effective explanation of the concept of developing a democratic society through education. The progressive principles opposed growing the national movements that aimed at separating the academics from vocational training. Dewey’s principle borders on a more radical shift in helping achieve a free school movement. From his perspective, the learning process should be anchored on a dynamic, unrelenting, and the vigilant reflection of the beliefs and hypothetical forms of understanding based on the ideas that support it as well as additional deliberation to which it is inclined.
The theory is highly applicable to various models of education that includes engagement of the learners in the learning process, such as in PA (Public Achievement) teams. Within the learning process, the teachers and coaches of the teams actively engage the learners by making them to have a voice and choice in the way they are taught (Hildreth 923). Thus, using such a theory and pedagogy, the education goes past the traditional curriculum, creating a more engaging, and relevant experience for the students as important members of society (Solorzano 340). Using the democratic approach to education, every member of the learning team has a goal of achieving a sense of belonging as they are allowed to air their opinions, which are all respected. America, though a democratic society, has major aspects of discrimination based on race, religion and ethnicity.
It is true as Freire proposes that education is the basis for changing the society to become more fair and just. However, the challenge with Freire’s pedagogical approach is the desire to change the entire society using a segment of the oppressed. With regard to this, it is plausible to note that making the general society democratic will be beneficial to all the members, including the oppressed and will change the mindset of the oppressors, thus making a fair and just society for all. The learners will be taught how to appreciate diversity by working on their own. In addition, by working in teams to come up with their ideas and experiment, they will learn how to create change within their societies. As a result, it is plausible to note that such education is vital for democracy as such a society is based on independence of thought and effective change is in the minds of such individuals.
Conclusion
With their strengths and weaknesses, the philosophies propose changes to the education system from the past focus on the learner as a passive recipient of knowledge, to individuals who will be actively engaged in the learning process. The democratic approach to education is the most effective in the modern learning environment to create a democratic society where all the members are viewed fairly and justly. After all, in a democratic society, there are no inequalities of whichever nature and every person feels like a part of the society. Therefore, education from the elementary level should focus on building such ideals as Dewey proposes. In essence, such learners will mature up to initiate real change in their societies.
Works Cited
Dewey, John. The Collected Works of John Dewey, The Middle Works of John Dewey, 1899–‐‑1924. Volume 9: 1916, Democracy And Education, J.A. Boydston (Ed). pp. 4–370. Carbondale Il: Southern Illinois University Press, 1980/1916
Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1993.
Freire, Paulo. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Rowman & Littlefield, 1998.
Hildreth, R. W. “John Dewey on Experience: A Critical Resource for the Theory and Practice of Youth Civic Engagement.” Citizenship Studies, vol. 16 no.7, 2012, pp. 919-935.
Horton, Myles. The Long Haul: An Autobiography. New York, NY: Doubleday, 1990.
Solorzano, Daniel G., and Dolores Delgado Bernal. “Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework Chicana and Chicano Students in an Urban Context.” Urban Education, vol. 36, no. 3, 2001, pp. 308-342.
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
