Progressive Education – Roadmap for the Future

Abstract

The paper seeks to describe examples of teaching and learning in the spirit of progressive education within Icelandic compulsory schools. The author developed a keen interest in progressive education when he embarked on his teaching career in the early seventies, particularly ideas concerning active learning and inquiry-based instruction as well as the open classroom approach. The examples chosen are based on the author’s field studies as a researcher, adviser and evaluator in over 100 schools, both urban and rural. The aim was to select examples of student-centered learning, where emphasis was placed on student participation, autonomy, meaningful and interest-based learning, creativity and cooperation. As an example, the author observed lessons in a small school during the eighties, where students were given freedom to choose which assignments they worked on at each time, and where they worked on them. The learning was individualized and the students took an active part in making the learning plans. The students had considerable choice and topics were often based on learning contracts with the teachers, while progress was regularly assessed in an organized way through conversation between students and teachers. Another example revolved around a small school in which students were offered an opportunity to work on independent assignments at least four times over the school year and between 20 and 40 hours for each project, allowing them to delve deeply into their chosen topic. The third example concerns a small-town school where teachers offered students to participate in so-called service learning projects. The students prepared various events such as dances, game night, bingo, basketball tournament, family café or a quiz. The condition for the event was that it should be of benefit to someone! In the fourth example, a group of students in schools in the capital area worked on projects where they simulated the process of starting a company, organized festivals, opened restaurants, schools, designed their dream studies, ran a cinema, theater, art workshop, all in as realistic a way as possible, for example by gathering information about salaries, rights and taxes. The topics were interdisciplinary and covered numerous school subjects. Finally, there is a description of a small rural school where students organized an exhibition for tourists, set up in an old house in a national park, and this is still operated by them to this day. The students present diverse content at the exhibition, information about local history, games, artifacts and other creative projects. In connection with the exhibition, the students worked on assignments that have to do with the origins of the guests. All these examples describe learning in which students are engaged in integrated and meaningful projects, involving research and reflection, in the spirit of progressive education.

The author believes that progressive education still has urgent relevance for teachers and students, and draws attention to the strong resemblance these methods have with ideas stated in contemporary curricula and international policy regarding learning considered imperative for successfully preparing students for life and work in a 21st century society. In this context, it is worth underlining the importance of placing increased emphasis on information and digital literacy, creativity, critical thinking, social skills, cooperative learning, service learning, interdisciplinary projects, problem solving, meaningful learning and societal responsibility.

There are several indications to the effect that progressive teaching methods have become increasingly popular in Icelandic schools, both in compulsory schools, not least at the lower secondary level, as well as in various secondary schools. Recent writings of teachers who have been experimenting with various versions of these methods, testify to this development, for example under the heading of activity or competency-based learning and problem and interest-based learning.