Unit 3
Stability and Change: Traditional vs. Progressive Education?

In Unit 3, we consider the differing and often competing political, cultural, social and economic demands that are made on public education, and how these claims influence school structure and the organization of the curriculum. We also examine the nuances of the dialogue and tensions between the concepts of “progressive” and “traditional” education. Using historical, philosophical and sociological approaches, we build on the analyses presented in Units 1 and 2, and postulate that tensions and conflicts over the role, purpose and organization of the education system are not a recent phenomenon, but rather part of an ongoing trend.

The aims of education are often contentious. The conflicts are played out in discussions about the curriculum, and also extend beyond curriculum to include issues of accountability and choice. Prominent in these discussions are questions about who should decide on what is taught in school, and on how it should be taught.

Objectives

After completing this unit, you should be able to

1. describe the role that the curriculum has played in revealing social tensions about the aims and purposes of education.
2. identify and evaluate the underlying principles of the educational philosophies labelled “progressivism” and “traditionalism.”
3. identify and discuss varying interpretations of the term “back to basics.”