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Progressive education focuses on 'how to think' for the learners rather than rote learning. John Dewey (1859-1952), an American philosopher and educator, was a proponent of the philosophical movement known as pragmatism, and is the father of the progressive education theory.
The progressive education movement was an integral part of the early 20th century reform in preparing American citizens for active civic participation in a democratic society through social, as well as cultural, uplift.
In recent decades, progressive education has been in the limelight in Nepali educational institutions/schools as well.
The educators claim that they impart quality education so as to cultivate 21st century skills in the learners. Accordingly, critical thinking, collaboration, communication, creativity and innovation, self-direction and independence, global connection and use of technology as a learning tool are the core skills required for preparing responsible and skilled workforce in the global context.
This is the time of globalisation. As such, learning cannot remain within the walls of a classroom, one has to be ready to be global citizens to solve global problems of diverse ramifications.
So global connecting skills are necessary to tackle problems of a global nature and maintain sound relationships among the citizens.
Critical thinking prepares them to ponder over big ideas and come up with distinct observation.
Collaboration prepares the learners to work in a team and negotiate. Communication, likewise, enables them to be a clear orator and put across their ideas conspicuously.
The institutions that impart progressive education strictly follow some distinct principles.
They include a curriculum tailored to individual learning styles, developmental needs and intellectual interests. The student is an active partner in learning where arts, sciences and humanities are equally valued in an interdisciplinary curriculum.
Learning is through direct experience with a focus on multi-cultural and global perspectives. There is commitment to the community beyond school, as well as commitment to a healthy body through sports and outdoor play.
The nations which are privileged and hold abundance of resources enjoy implementing this education system. They have been successful in producing the desired human resource for the global market.
But for nations like Nepal, its implementation is quite challenging.
Challenges like government support, legal hurdles, inadequate institutional mechanisms and raising the economic standard of the people must be addressed in time for the bright future of the nation.
A version of this article appears in the print on June 21, 2022, of The Himalayan Times.
