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Saturday, June 29, 2019

Aesthetics

From Wikipedia, the free encyclopedia

Aesthetics, or esthetics (/ɛsˈθɛtɪks, s-, æs-/) is a branch of philosophy that deals with the nature of art, beauty and taste and with the creation or appreciation of beauty.

In its more technical epistemological perspective, it is defined as the study of subjective and sensori-emotional values, or sometimes called judgments of sentiment and taste. Aesthetics studies how artists imagine, create and perform works of art; how people use, enjoy, and criticize art; and what happens in their minds when they look at paintings, listen to music, or read poetry, and understand what they see and hear. It also studies how they feel about art — why they like some works and not others, and how art can affect their moods, beliefs, and attitude toward life. The phrase was coined in English in the 18th century.

More broadly, scholars in the field define aesthetics as "critical reflection on art, culture and nature". In modern English, the term aesthetic can also refer to a set of principles underlying the works of a particular art movement or theory: one speaks, for example, of the Cubist aesthetic.

Etymology

The word aesthetic is derived from the Greek αἰσθητικός (aisthetikos, meaning "esthetic, sensitive, sentient, pertaining to sense perception"), which in turn was derived from αἰσθάνομαι (aisthanomai, meaning "I perceive, feel, sense" and related to αἴσθησις (aisthēsis, "sensation"). Aesthetics in this central sense has been said to start with the series of articles on “The Pleasures of the Imagination” which the journalist Joseph Addison wrote in the early issues of the magazine The Spectator in 1712. The term "aesthetics" was appropriated and coined with new meaning by the German philosopher Alexander Baumgarten in his dissertation Meditationes philosophicae de nonnullis ad poema pertinentibus ("Philosophical considerations of some matters pertaining the poem") in 1735; Baumgarten chose "aesthetics" because he wished to emphasize the experience of art as a means of knowing. Aesthetics, a not very tidy intellectual discipline, is a heterogeneous collection of problems that concern the arts primarily but also relate to nature. even though his later definition in the fragment Aesthetica (1750) is more often referred to as the first definition of modern aesthetics.

Aesthetics and the philosophy of art

Aesthetics is for the artist as Ornithology is for the birds.
Some separate aesthetics and philosophy of art, claiming that the former is the study of beauty while the latter is the study of works of art. However, most commonly Aesthetics encompasses both questions around beauty as well as questions about art. It examines topics such as aesthetic objects,  aesthetic experience, and aesthetic judgments. For some, aesthetics is considered a synonym for the philosophy of art since Hegel, while others insist that there is a significant distinction between these closely related fields. In practice, aesthetic judgement refers to the sensory contemplation or appreciation of an object (not necessarily an art object), while artistic judgement refers to the recognition, appreciation or criticism of art or an art work

Philosophical aesthetics has not only to speak about art and to produce judgments about art works, but also has to give a definition of what art is. Art is an autonomous entity for philosophy, because art deals with the senses (i.e. the etymology of aesthetics) and art is as such free of any moral or political purpose. Hence, there are two different conceptions of art in aesthetics: art as knowledge or art as action, but aesthetics is neither epistemology nor ethics.

Aestheticians compare historical developments with theoretical approaches to the arts of many periods. They study the varieties of art in relation to their physical, social, and culture environments. Aestheticians also use psychology to understand how people see, hear, imagine, think, learn, and act in relation to the materials and problems of art. Aesthetic psychology studies the creative process and the aesthetic experience.

Aesthetic judgment, universals and ethics

Aesthetic judgment

Aesthetics examines our affective domain response to an object or phenomenon. Judgments of aesthetic value rely on our ability to discriminate at a sensory level. However, aesthetic judgments usually go beyond sensory discrimination. 

For David Hume, delicacy of taste is not merely "the ability to detect all the ingredients in a composition", but also our sensitivity "to pains as well as pleasures, which escape the rest of mankind." Thus, the sensory discrimination is linked to capacity for pleasure

For Immanuel Kant (Critique of Judgment, 1790), "enjoyment" is the result when pleasure arises from sensation, but judging something to be "beautiful" has a third requirement: sensation must give rise to pleasure by engaging our capacities of reflective contemplation. Judgments of beauty are sensory, emotional and intellectual all at once. Kant (1790) observed of a man "If he says that canary wine is agreeable he is quite content if someone else corrects his terms and reminds him to say instead: It is agreeable to me," because "Everyone has his own (sense of) taste". The case of "beauty" is different from mere "agreeableness" because, "If he proclaims something to be beautiful, then he requires the same liking from others; he then judges not just for himself but for everyone, and speaks of beauty as if it were a property of things." Roger Scruton has argued similarly.

Viewer interpretations of beauty may on occasion be observed to possess two concepts of value: aesthetics and taste. Aesthetics is the philosophical notion of beauty. Taste is a result of an education process and awareness of elite cultural values learned through exposure to mass culture. Bourdieu examined how the elite in society define the aesthetic values like taste and how varying levels of exposure to these values can result in variations by class, cultural background, and education. According to Kant, beauty is subjective and universal; thus certain things are beautiful to everyone. In the opinion of Władysław Tatarkiewicz, there are six conditions for the presentation of art: beauty, form, representation, reproduction of reality, artistic expression and innovation. However, one may not be able to pin down these qualities in a work of art.

Factors involved in aesthetic judgment

Rainbows often have aesthetic appeal.
 
Judgments of aesthetical values seem often to involve many other kinds of issues as well. Responses such as disgust show that sensory detection is linked in instinctual ways to facial expressions, and even behaviours like the gag reflex. Yet disgust can often be a learned or cultural issue too; as Darwin pointed out, seeing a stripe of soup in a man's beard is disgusting even though neither soup nor beards are themselves disgusting. Aesthetic judgments may be linked to emotions or, like emotions, partially embodied in our physical reactions. For example, the awe inspired by a sublime landscape might physically manifest with an increased heart-rate or pupil dilation; physiological reaction may express or even cause the initial awe. 

As seen, emotions are conformed to 'cultural' reactions, therefore aesthetics is always characterized by 'regional responses', as Francis Grose was the first to affirm in his ‘Rules for Drawing Caricaturas: With an Essay on Comic Painting’ (1788), published in W. Hogarth, The Analysis of Beauty, Bagster, London s.d. (1791? [1753]), pp. 1–24. Francis Grose can therefore be claimed to be the first critical 'aesthetic regionalist' in proclaiming the anti-universality of aesthetics in contrast to the perilous and always resurgent dictatorship of beauty. 'Aesthetic Regionalism' can thus be seen as a political statement and stance which vies against any universal notion of beauty to safeguard the counter-tradition of aesthetics related to what has usually been considered and dubbed un-beautiful just because one's culture does not contemplate it, e.g. E. Burke's sublime, what is usually defined as 'primitive' art, or un-harmonious, non-cathartic art, camp art, which 'beauty' posits and creates, dichotomously, as its opposite, without even the need of formal statements, but which will be 'perceived' as ugly. 

Likewise, aesthetic judgments may be culturally conditioned to some extent. Victorians in Britain often saw African sculpture as ugly, but just a few decades later, Edwardian audiences saw the same sculptures as being beautiful. Evaluations of beauty may well be linked to desirability, perhaps even to sexual desirability. Thus, judgments of aesthetic value can become linked to judgments of economic, political, or moral value. In a current context, one might judge a Lamborghini to be beautiful partly because it is desirable as a status symbol, or we might judge it to be repulsive partly because it signifies for us over-consumption and offends our political or moral values.

Aesthetic judgments can often be very fine-grained and internally contradictory. Likewise aesthetic judgments seem often to be at least partly intellectual and interpretative. It is what a thing means or symbolizes for us that is often what we are judging. Modern aestheticians have asserted that will and desire were almost dormant in aesthetic experience, yet preference and choice have seemed important aesthetics to some 20th-century thinkers. The point is already made by Hume, but see Mary Mothersill, "Beauty and the Critic's Judgment", in The Blackwell Guide to Aesthetics, 2004. Thus aesthetic judgments might be seen to be based on the senses, emotions, intellectual opinions, will, desires, culture, preferences, values, subconscious behaviour, conscious decision, training, instinct, sociological institutions, or some complex combination of these, depending on exactly which theory one employs. 

A third major topic in the study of aesthetic judgments is how they are unified across art forms. For instance, the source of a painting's beauty has a different character to that of beautiful music, suggesting their aesthetics differ in kind. The distinct inability of language to express aesthetic judgment and the role of Social construction further cloud this issue.

Aesthetic universals

The philosopher Denis Dutton identified six universal signatures in human aesthetics:
  1. Expertise or virtuosity. Humans cultivate, recognize, and admire technical artistic skills.
  2. Nonutilitarian pleasure. People enjoy art for art's sake, and do not demand that it keep them warm or put food on the table.
  3. Style. Artistic objects and performances satisfy rules of composition that place them in a recognizable style.
  4. Criticism. People make a point of judging, appreciating, and interpreting works of art.
  5. Imitation. With a few important exceptions like abstract painting, works of art simulate experiences of the world.
  6. Special focus. Art is set aside from ordinary life and made a dramatic focus of experience.
Artists such as Thomas Hirschhorn have indicated that there are too many exceptions to Dutton's categories. For example, Hirschhorn's installations deliberately eschew technical virtuosity. People can appreciate a Renaissance Madonna for aesthetic reasons, but such objects often had (and sometimes still have) specific devotional functions. "Rules of composition" that might be read into Duchamp's Fountain or John Cage's 4′33″ do not locate the works in a recognizable style (or certainly not a style recognizable at the time of the works' realization). Moreover, some of Dutton's categories seem too broad: a physicist might entertain hypothetical worlds in his/her imagination in the course of formulating a theory. Another problem is that Dutton's categories seek to universalize traditional European notions of aesthetics and art forgetting that, as André Malraux and others have pointed out, there have been large numbers of cultures in which such ideas (including the idea "art" itself) were non-existent.

Aesthetic ethics

Aesthetic ethics refers to the idea that human conduct and behaviour ought to be governed by that which is beautiful and attractive. John Dewey has pointed out that the unity of aesthetics and ethics is in fact reflected in our understanding of behaviour being "fair"—the word having a double meaning of attractive and morally acceptable. More recently, James Page has suggested that aesthetic ethics might be taken to form a philosophical rationale for peace education.

New Criticism and "The Intentional Fallacy"

During the first half of the twentieth century, a significant shift to general aesthetic theory took place which attempted to apply aesthetic theory between various forms of art, including the literary arts and the visual arts, to each other. This resulted in the rise of the New Criticism school and debate concerning the intentional fallacy. At issue was the question of whether the aesthetic intentions of the artist in creating the work of art, whatever its specific form, should be associated with the criticism and evaluation of the final product of the work of art, or, if the work of art should be evaluated on its own merits independent of the intentions of the artist. 

In 1946, William K. Wimsatt and Monroe Beardsley published a classic and controversial New Critical essay entitled "The Intentional Fallacy", in which they argued strongly against the relevance of an author's intention, or "intended meaning" in the analysis of a literary work. For Wimsatt and Beardsley, the words on the page were all that mattered; importation of meanings from outside the text was considered irrelevant, and potentially distracting. 

In another essay, "The Affective Fallacy," which served as a kind of sister essay to "The Intentional Fallacy" Wimsatt and Beardsley also discounted the reader's personal/emotional reaction to a literary work as a valid means of analyzing a text. This fallacy would later be repudiated by theorists from the reader-response school of literary theory. One of the leading theorists from this school, Stanley Fish, was himself trained by New Critics. Fish criticizes Wimsatt and Beardsley in his essay "Literature in the Reader" (1970).

As summarized by Berys Gaut and Livingston in their essay "The Creation of Art": "Structuralist and post-structuralists theorists and critics were sharply critical of many aspects of New Criticism, beginning with the emphasis on aesthetic appreciation and the so-called autonomy of art, but they reiterated the attack on biographical criticisms' assumption that the artist's activities and experience were a privileged critical topic." These authors contend that: "Anti-intentionalists, such as formalists, hold that the intentions involved in the making of art are irrelevant or peripheral to correctly interpreting art. So details of the act of creating a work, though possibly of interest in themselves, have no bearing on the correct interpretation of the work."

Gaut and Livingston define the intentionalists as distinct from formalists stating that: "Intentionalists, unlike formalists, hold that reference to intentions is essential in fixing the correct interpretation of works." They quote Richard Wollheim as stating that, "The task of criticism is the reconstruction of the creative process, where the creative process must in turn be thought of as something not stopping short of, but terminating on, the work of art itself."

Derivative forms of aesthetics

A large number of derivative forms of aesthetics have developed as contemporary and transitory forms of inquiry associated with the field of aesthetics which include the post-modern, psychoanalytic, scientific, and mathematical among others.

Post-modern aesthetics and psychoanalysis

Example of the Dada aesthetic, Marcel Duchamp's Fountain 1917
 
Early-twentieth-century artists, poets and composers challenged existing notions of beauty, broadening the scope of art and aesthetics. In 1941, Eli Siegel, American philosopher and poet, founded Aesthetic Realism, the philosophy that reality itself is aesthetic, and that "The world, art, and self explain each other: each is the aesthetic oneness of opposites."

Various attempts have been made to define Post-Modern Aesthetics. The challenge to the assumption that beauty was central to art and aesthetics, thought to be original, is actually continuous with older aesthetic theory; Aristotle was the first in the Western tradition to classify "beauty" into types as in his theory of drama, and Kant made a distinction between beauty and the sublime. What was new was a refusal to credit the higher status of certain types, where the taxonomy implied a preference for tragedy and the sublime to comedy and the Rococo

Croce suggested that "expression" is central in the way that beauty was once thought to be central. George Dickie suggested that the sociological institutions of the art world were the glue binding art and sensibility into unities. Marshall McLuhan suggested that art always functions as a "counter-environment" designed to make visible what is usually invisible about a society. Theodor Adorno felt that aesthetics could not proceed without confronting the role of the culture industry in the commodification of art and aesthetic experience. Hal Foster attempted to portray the reaction against beauty and Modernist art in The Anti-Aesthetic: Essays on Postmodern Culture. Arthur Danto has described this reaction as "kalliphobia" (after the Greek word for beauty, κάλλος kallos). André Malraux explains that the notion of beauty was connected to a particular conception of art that arose with the Renaissance and was still dominant in the eighteenth century (but was supplanted later). The discipline of aesthetics, which originated in the eighteenth century, mistook this transient state of affairs for a revelation of the permanent nature of art. Brian Massumi suggests to reconsider beauty following the aesthetical thought in the philosophy of Deleuze and Guattari. Walter Benjamin echoed Malraux in believing aesthetics was a comparatively recent invention, a view proven wrong in the late 1970s, when Abraham Moles and Frieder Nake analyzed links between beauty, information processing, and information theory. Denis Dutton in "The Art Instinct" also proposed that an aesthetic sense was a vital evolutionary factor.

Jean-François Lyotard re-invokes the Kantian distinction between taste and the sublime. Sublime painting, unlike kitsch realism, "... will enable us to see only by making it impossible to see; it will please only by causing pain."

Sigmund Freud inaugurated aesthetical thinking in Psychoanalysis mainly via the "Uncanny" as aesthetical affect. Following Freud and Merleau-Ponty, Jacques Lacan theorized aesthetics in terms of sublimation and the Thing.

The relation of Marxist aesthetics to post-modern aesthetics is still a contentious area of debate.

Recent aesthetics

Guy Sircello has pioneered efforts in analytic philosophy to develop a rigorous theory of aesthetics, focusing on the concepts of beauty, love and sublimity. In contrast to romantic theorists Sircello argued for the objectivity of beauty and formulated a theory of love on that basis. 

British philosopher and theorist of conceptual art aesthetics, Peter Osborne, makes the point that "'post-conceptual art' aesthetic does not concern a particular type of contemporary art so much as the historical-ontological condition for the production of contemporary art in general ...". Osborne noted that contemporary art is 'post-conceptual' in a public lecture delivered in 2010. 

Gary Tedman has put forward a theory of a subjectless aesthetics derived from Karl Marx's concept of alienation, and Louis Althusser's antihumanism, using elements of Freud's group psychology, defining a concept of the 'aesthetic level of practice'.

Gregory Loewen has suggested that the subject is key in the interaction with the aesthetic object. The work of art serves as a vehicle for the projection of the individual's identity into the world of objects, as well as being the irruptive source of much of what is uncanny in modern life. As well, art is used to memorialize individuated biographies in a manner that allows persons to imagine that they are part of something greater than themselves.

Aesthetics and science

The Mandelbrot set with continuously coloured environment
 
The field of experimental aesthetics was founded by Gustav Theodor Fechner in the 19th century. Experimental aesthetics in these times had been characterized by a subject-based, inductive approach. The analysis of individual experience and behaviour based on experimental methods is a central part of experimental aesthetics. In particular, the perception of works of art, music, or modern items such as websites or other IT products is studied. Experimental aesthetics is strongly oriented towards the natural sciences. Modern approaches mostly come from the fields of cognitive psychology or neuroscience (neuroaesthetics).

In the 1970s, Abraham Moles and Frieder Nake were among the first to analyze links between aesthetics, information processing, and information theory.

In the 1990s, Jürgen Schmidhuber described an algorithmic theory of beauty which takes the subjectivity of the observer into account and postulates: among several observations classified as comparable by a given subjective observer, the aesthetically most pleasing one is the one with the shortest description, given the observer's previous knowledge and his particular method for encoding the data. This is closely related to the principles of algorithmic information theory and minimum description length. One of his examples: mathematicians enjoy simple proofs with a short description in their formal language. Another very concrete example describes an aesthetically pleasing human face whose proportions can be described by very few bits of information, drawing inspiration from less detailed 15th century proportion studies by Leonardo da Vinci and Albrecht Dürer. Schmidhuber's theory explicitly distinguishes between what's beautiful and what's interesting, stating that interestingness corresponds to the first derivative of subjectively perceived beauty. Here the premise is that any observer continually tries to improve the predictability and compressibility of the observations by discovering regularities such as repetitions and symmetries and fractal self-similarity. Whenever the observer's learning process (which may be a predictive artificial neural network; see also Neuroesthetics) leads to improved data compression such that the observation sequence can be described by fewer bits than before, the temporary interestingness of the data corresponds to the number of saved bits. This compression progress is proportional to the observer's internal reward, also called curiosity reward. A reinforcement learning algorithm is used to maximize future expected reward by learning to execute action sequences that cause additional interesting input data with yet unknown but learnable predictability or regularity. The principles can be implemented on artificial agents which then exhibit a form of artificial curiosity.

Truth in beauty and mathematics

Mathematical considerations, such as symmetry and complexity, are used for analysis in theoretical aesthetics. This is different from the aesthetic considerations of applied aesthetics used in the study of mathematical beauty. Aesthetic considerations such as symmetry and simplicity are used in areas of philosophy, such as ethics and theoretical physics and cosmology to define truth, outside of empirical considerations. Beauty and Truth have been argued to be nearly synonymous, as reflected in the statement "Beauty is truth, truth beauty" in the poem Ode on a Grecian Urn by John Keats, or by the Hindu motto "Satyam Shivam Sundaram" (Satya (Truth) is Shiva (God), and Shiva is Sundaram (Beautiful)). The fact that judgments of beauty and judgments of truth both are influenced by processing fluency, which is the ease with which information can be processed, has been presented as an explanation for why beauty is sometimes equated with truth. Indeed, recent research found that people use beauty as an indication for truth in mathematical pattern tasks. However, scientists including the mathematician David Orrell and physicist Marcelo Gleiser have argued that the emphasis on aesthetic criteria such as symmetry is equally capable of leading scientists astray.

Computational approaches

In 1928, the mathematician George David Birkhoff created an aesthetic measure M = O/C as the ratio of order to complexity.

Since about 2005, computer scientists have attempted to develop automated methods to infer aesthetic quality of images. Typically, these approaches follow a machine learning approach, where large numbers of manually rated photographs are used to "teach" a computer about what visual properties are of relevance to aesthetic quality. The Acquine engine, developed at Penn State University, rates natural photographs uploaded by users.

There have also been relatively successful attempts with regard to chess and music. A relation between Max Bense's mathematical formulation of aesthetics in terms of "redundancy" and "complexity" and theories of musical anticipation was offered using the notion of Information Rate.

Evolutionary aesthetics

Evolutionary aesthetics refers to evolutionary psychology theories in which the basic aesthetic preferences of Homo sapiens are argued to have evolved in order to enhance survival and reproductive success. One example being that humans are argued to find beautiful and prefer landscapes which were good habitats in the ancestral environment. Another example is that body symmetry and proportion are important aspects of physical attractiveness which may be due to this indicating good health during body growth. Evolutionary explanations for aesthetical preferences are important parts of evolutionary musicology, Darwinian literary studies, and the study of the evolution of emotion.

Applied aesthetics

As well as being applied to art, aesthetics can also be applied to cultural objects, such as crosses or tools. For example, aesthetic coupling between art-objects and medical topics was made by speakers working for the US Information Agency Art slides were linked to slides of pharmacological data, which improved attention and retention by simultaneous activation of intuitive right brain with rational left. It can also be used in topics as diverse as mathematics, gastronomy, fashion and website design.

Criticism

The philosophy of aesthetics as a practice has been criticized by some sociologists and writers of art and society. Raymond Williams, for example, argues that there is no unique and or individual aesthetic object which can be extrapolated from the art world, but rather that there is a continuum of cultural forms and experience of which ordinary speech and experiences may signal as art. By "art" we may frame several artistic "works" or "creations" as so though this reference remains within the institution or special event which creates it and this leaves some works or other possible "art" outside of the frame work, or other interpretations such as other phenomenon which may not be considered as "art".

Pierre Bourdieu disagrees with Kant's idea of the "aesthetic". He argues that Kant's "aesthetic" merely represents an experience that is the product of an elevated class habitus and scholarly leisure as opposed to other possible and equally valid "aesthetic" experiences which lay outside Kant's narrow definition.

Timothy Laurie argues that theories of musical aesthetics "framed entirely in terms of appreciation, contemplation or reflection risk idealizing an implausibly unmotivated listener defined solely through musical objects, rather than seeing them as a person for whom complex intentions and motivations produce variable attractions to cultural objects and practices".

Progressive education

From Wikipedia, the free encyclopedia

Progressive education is a pedagogical movement that began in the late nineteenth century; it has persisted in various forms to the present. The term progressive was engaged to distinguish this education from the traditional Euro-American curricula of the 19th century, which was rooted in classical preparation for the university and strongly differentiated by social class. By contrast, progressive education finds its roots in present experience. Most progressive education programs have these qualities in common:
  • Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning
  • Integrated curriculum focused on thematic units
  • Integration of entrepreneurship into education
  • Strong emphasis on problem solving and critical thinking
  • Group work and development of social skills
  • Understanding and action as the goals of learning as opposed to rote knowledge
  • Collaborative and cooperative learning projects
  • Education for social responsibility and democracy
  • Highly personalized learning accounting for each individual's personal goals
  • Integration of community service and service learning projects into the daily curriculum
  • Selection of subject content by looking forward to ask what skills will be needed in future society
  • De-emphasis on textbooks in favor of varied learning resources
  • Emphasis on lifelong learning and social skills
  • Assessment by evaluation of child's projects and productions

Educational theory

Progressive education can be traced back to the works of John Locke and Jean-Jacques Rousseau, both of whom are known as forerunners of ideas that would be developed by theorists such as John Dewey. Considered one of the first of the British empiricists, Locke believed that "truth and knowledge… arise out of observation and experience rather than manipulation of accepted or given ideas". He further discussed the need for children to have concrete experiences in order to learn. Rousseau deepened this line of thinking in Emile, or On Education, where he argued that subordination of students to teachers and memorization of facts would not lead to an education.

Johann Bernhard Basedow

In Germany, Johann Bernhard Basedow (1724–1790) established the Philanthropinum at Dessau in 1774. He developed new teaching methods based on conversation and play with the child, and a program of physical development. Such was his success that he wrote a treatise on his methods, "On the best and hitherto unknown method of teaching children of noblemen".

Christian Gotthilf Salzmann

Christian Gotthilf Salzmann (1744–1811) was the founder of the Schnepfenthal institution, a school dedicated to new modes of education (derived heavily from the ideas of Jean-Jacques Rousseau). He wrote Elements of Morality, for the Use of Children, one of the first books translated into English by Mary Wollstonecraft.

Johann Heinrich Pestalozzi

Johann Heinrich Pestalozzi (1746–1827) was a Swiss pedagogue and educational reformer who exemplified Romanticism in his approach. He founded several educational institutions both in German- and French-speaking regions of Switzerland and wrote many works explaining his revolutionary modern principles of education. His motto was "Learning by head, hand and heart". His research and theories closely resemble those outlined by Rousseau in Emile. He is further considered by many to be the "father of modern educational science" His psychological theories pertain to education as they focus on the development of object teaching, that is, he felt that individuals best learned through experiences and through a direct manipulation and experience of objects. He further speculated that children learn through their own internal motivation rather than through compulsion. (See Intrinsic vs. Extrinsic motivation). A teacher's task will be to help guide their students as individuals through their learning and allow it to unfold naturally.

Friedrich Fröbel

Friedrich Wilhelm August Fröbel (1782–1852) was a student of Pestalozzi who laid the foundation for modern education based on the recognition that children have unique needs and capabilities. He believed in "self-activity" and play as essential factors in child education. The teacher's role was not to indoctrinate but to encourage self-expression through play, both individually and in group activities. He created the concept of kindergarten.

Johann Friedrich Herbart

Johann Friedrich Herbart (1776–1841) emphasized the connection between individual development and the resulting societal contribution. The five key ideas which composed his concept of individual maturation were Inner Freedom, Perfection, Benevolence, Justice, and Equity or Recompense. According to Herbart, abilities were not innate but could be instilled, so a thorough education could provide the framework for moral and intellectual development. In order to develop a child to lead to a consciousness of social responsibility, Herbart advocated that teachers utilize a methodology with five formal steps: "Using this structure a teacher prepared a topic of interest to the children, presented that topic, and questioned them inductively, so that they reached new knowledge based on what they had already known, looked back, and deductively summed up the lesson's achievements, then related them to moral precepts for daily living".

John Melchior Bosco

John Melchior Bosco (1815–1888) was concerned about the education of street children who had left their villages to find work in the rapidly industrialized city of Turin, Italy. Exploited as cheap labor or imprisoned for unruly behavior, Bosco saw the need of creating a space where they would feel at home. He called it an 'Oratory' where they could play, learn, share friendships, express themselves, develop their creative talents and pick up skills for gainful self-employment. With those who had found work, he set up a mutual-fund society (an early version of the Grameen Bank) to teach them the benefits of saving and self-reliance. The principles underlying his educational method that won over the hearts and minds of thousands of youth who flocked to his oratory were: 'be reasonable', 'be kind', 'believe' and 'be generous in service'. Today his method of education is practiced in nearly 3000 institutions set up around the world by the members of the Salesian Society he founded in 1873.

Cecil Reddie

While studying for his doctorate in Göttingen in 1882–1883, Cecil Reddie was greatly impressed by the progressive educational theories being applied there. Reddie founded Abbotsholme School in Derbyshire, England in 1889. Its curriculum enacted the ideas of progressive education. Reddie rejected rote learning, classical languages and corporal punishment. He combined studies in modern languages and the sciences and arts with a program of physical exercise, manual labour, recreation, crafts and arts. Abbotsholme was imitated throughout Europe and was particularly influential in Germany. He often engaged foreign teachers, who learned its practices, before returning home to start their own schools. Hermann Lietz an Abbotsholme teacher founded five schools (Landerziehungsheime für Jungen) on Abbotsholme's principles. Other people he influenced included Kurt Hahn, Adolphe Ferrière and Edmond Demolins. His ideas also reached Japan, where it turned into "Taisho-era Free Education Movement" (Taisho Jiyu Kyoiku Undo)

John Dewey

In the United States the "Progressive Education Movement", starting in the 1880s and lasting for sixty years, helped boost American public schools from a budding idea to the regular norm. John Dewey, a principal figure in this movement from the 1880s to 1904, set the tone for educational philosophy as well as concrete school reforms. His thinking had been influenced by the ideas of Fröbel and Herbart. His reactions to the prevailing theories and practices in education, corrections made to these philosophies, and recommendations to teachers and administrators to embrace "the new education", provide a vital account of the history of the development of educational thinking in the late nineteenth and early twentieth centuries. Dewey placed pragmatism above moral absolutes and helped give rise to situational ethics. Beginning in 1897 John Dewey published a summary of his theory on progressive education in School Journal. His theoretical standpoints are divided into five sections outlined below.

What education is

Education according to Dewey is the "participation of the individual in the social consciousness of the race" (Dewey, 1897, para. 1). As such, education should take into account that the student is a social being. The process begins at birth with the child unconsciously gaining knowledge and gradually developing their knowledge to share and partake in society. 

The educational process has two sides, the psychological and the sociological, with the psychological forming the basis. (Dewey, 1897). A child's own instincts will help develop the material that is presented to them. These instincts also form the basis of their knowledge with everything building upon it. This forms the basis of Dewey's assumption that one cannot learn without motivation. 

Instruction must focus on the child as a whole for you can never be sure as to where society may end or where that student will be needed or will take them.

What the school is

"Education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed" (Dewey, 1897, para. 17) Dewey felt that as education is a social construct, it is, therefore, a part of society and should reflect the community. 

"Education is the process of living and is not meant to be the preparation of future living", (Dewey, 1897), so the school must represent the present life. As such, parts of the student's home life (such as moral and ethical education) should take part in the schooling process. The teacher is a part of this, not as an authoritative figure, but as a member of the community who is there to assist the student.

The subject matter of education

According to Dewey, the curriculum in the schools should reflect that of society. The center of the school curriculum should reflect the development of humans in society. The study of the core subjects (language, science, history) should be coupled with the study of cooking, sewing, and manual training. Furthermore, he feels that "progress is not in the succession of studies but in the development of new attitudes towards, and new interests in, experience" (Dewey, 1897, para. 38)

The nature of method

The method is focused on the child's powers and interests. If the child is thrown into a passive role as a student, absorbing information, the result is a waste of the child's education. (Dewey, 1897). Information presented to the student will be transformed into new forms, images, and symbols by the student so that they fit with their development and interests. The development of this is natural. To repress this process and attempt to "substitute the adult for the child" (Dewey, 1897, para. 52) would weaken the intellectual curiosity of the child.

The school and social progress

For Dewey, education, which regulates "the process of coming to share in the social consciousness," is the "only sure" method of ensuring social progress and reform (Dewey, 1897, para. 60). In this respect, Dewey foreshadows Social Reconstructionism, whereby schools are a means to reconstruct society. As schools become a means for social reconstruction, they must be given the proper equipment to perform this task and guide their students.

Helen Parkhurst

The American teacher Helen Parkhurst (1886–1973) developed the Dalton Plan at the beginning of the twentieth century with the goal of reforming the then current pedagogy and classroom management. She wanted to break the teacher-centered lockstep teaching. During her first experiment, which she implemented in a small elementary school as a young teacher in 1904, she noticed that when students are given freedom for self-direction and self-pacing and to help one another, their motivation increases considerably and they learn more. In a later experiment in 1911 and 1912, Parkhurst re-organized the education in a large school for nine- to fourteen-year-olds. Instead of each grade, each subject was appointed its own teacher and its own classroom. The subject teachers made assignments: they converted the subject matter for each grade into learning assignments. In this way, learning became the students’ own work; they could carry out their work independently, work at their own pace and plan their work themselves. The classroom turned into a laboratory, a place where students are working, furnished and equipped as work spaces, tailored to meet the requirements of specific subjects. Useful and attractive learning materials, instruments and reference books were put within the students’ reach. The benches were replaced by large tables to facilitate co-operation and group instruction. This second experiment formed the basis for the next experiments, those in Dalton and New York, from 1919 onwards. The only addition was the use of graphs, charts enabling students to keep track of their own progress in each subject.

In the nineteen-twenties and nineteen-thirties, Dalton education spread throughout the world. There is no certainty regarding the exact numbers of Dalton schools, but there was Dalton education in America, Australia, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands, China and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest, particularly in England, Germany, the Czech Republic and Slovakia.

Rudolf Steiner

Rudolf Steiner (1869–1925) first described the principles of what was to become Waldorf education in 1907. He established a series of schools based on these principles beginning in 1919. The focus of the education is on creating a developmentally appropriate curriculum that holistically integrates practical, artistic, social, and academic experiences. There are more than a thousand schools and many more early childhood centers worldwide; it has also become a popular form of homeschooling.

Maria Montessori

Maria Montessori (1870–1952) began to develop her philosophy and methods in 1897. She based her work on her observations of children and experimentation with the environment, materials, and lessons available to them. She frequently referred to her work as "scientific pedagogy", arguing for the need to go beyond observation and measurement of students, to developing new methods to transform them. Although Montessori education spread to the United States in 1911 there were conflicts with the American educational establishment and was opposed by William Heard Kilpatrick. However Montessori education returned to the United States in 1960 and has since spread to thousands of schools there. 

In 1914 the Montessori Society in England organised its first conference. Hosted by Rev Bertram Hawker, who had set-up, in partnership with his local elementary school in the Norfolk coastal village of East Runton, the first Montessori School in England. Pictures of this school, and its children, illustrated the 'Montessori's Own Handbook' (1914). Hawker had been impressed by his visit to Montessori's Casa dei Bambini in Rome, he gave numerous talks on Montessori's work after 1912, assisting in generating a national interest in her work. He organised the Montessori Conference 1914 in partnership with Edmond Holmes, ex-Chief Inspector of Schools, who had written a government report on Montessori. The conference decided that its remit was to promote the 'liberation of the child in the school', and though inspired by Montessori, would encourage, support and network teachers and educationalists who sought, through their schools and methods, that aim. They changed their name the following year to New Ideals in Education. Each subsequent conference was opened with reference to its history and origin as a Montessori Conference recognising her inspiration, reports italicized the members of the Montessori Society in the delegate lists, and numerous further events included Montessori methods and case studies. Montessori, through New Ideals in Education, its committee and members, events and publications, greatly influenced progressive state education in England. (references to be added).

Robert Baden-Powell

In July 1906, Ernest Thompson Seton sent Robert Baden-Powell a copy of his book The Birchbark Roll of the Woodcraft Indians. Seton was a British-born Canadian-American living in the United States. They shared ideas about youth training programs. In 1907 Baden-Powell wrote a draft called Boy Patrols. In the same year, to test his ideas, he gathered 21 boys of mixed social backgrounds and held a week-long camp in August on Brownsea Island in England. His organizational method, now known as the Patrol System and a key part of Scouting training, allowed the boys to organize themselves into small groups with an elected patrol leader. Baden Powell then wrote Scouting for Boys (London, 1908). The Brownsea camp and the publication of Scouting for Boys are generally regarded as the start of the Scout movement which spread throughout the world. Baden-Powell and his sister Agnes Baden-Powell introduced the Girl Guides in 1910.

Comparison with traditional education

Traditional education uses extrinsic motivation, such as grades and prizes. Progressive education is more likely to use intrinsic motivation, basing activities on the interests of the child. Praise may be discouraged as a motivator. Progressive education is a response to traditional methods of teaching. It is defined as an educational movement which gives more value to experience than formal learning. It is based more on experiential learning that concentrate on the development of a child’s talents.

21st century skills

21st century skills are a series of higher-order skills, abilities, and learning dispositions that have been identified as being required for success in the rapidly changing, digital society and workplaces. Many of these skills are also defining qualities of progressive education as well as being associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. These skills differ from traditional academic skills in that they are not primarily content knowledge-based.

In the West

France

Edmond Demolins was inspired by Abbotsholme and Bedales to found the École des Roches in Verneuil-sur-Avre in 1899. Paul Robin implemented progressive principles at the Prévost orphanage between 1880 and 1894. This was the first French mixed school, and a scandal at that time. Sebastien Faure in 1904 created a libertarian school 'La Ruche' (the Hive).

Germany

Hermann Lietz founded three Landerziehungsheime (country boarding schools) in 1904 based on Reddie's model for boys of different ages. Lietz eventually succeeded in establishing five more Landerziehungsheime. Edith and Paul Geheeb founded Odenwaldschule in Heppenheim in the Odenwald in 1910 using their concept of progressive education, which integrated the work of the head and hand.

Poland

Janusz Korczak was one notable follower and developer of Pestalozzi's ideas. He wrote The names of Pestalozzi, Froebel and Spencer shine with no less brilliance than the names of the greatest inventors of the twentieth century. For they discovered more than the unknown forces of nature; they discovered the unknown half of humanity: children. His Orphan's Home in Warsaw became a model institution and exerted influence on the educational process in other orphanages of the same type.

Ireland

The Quaker school run in Ballitore, Co Kildare in the 18th century had students from as far away as Bordeaux (where there was a substantial Irish emigré population), the Caribbean and Norway. Notable pupils included Edmund Burke and Napper Tandy. Sgoil Éanna, or in English St Enda's was founded in 1908 by Pádraig Pearse on Montessori principles. Its former assistant headmaster Thomas MacDonagh and other teachers including Pearse; games master Con Colbert; Pearse's brother, Willie, the art teacher, and Joseph Plunkett, and occasional lecturer in English, were executed by the British after the 1916 Rising. Pearse and MacDonagh were two of the seven leaders who signed the Irish Declaration of Independence. Pearse's book The Murder Machine was a denunciation of the English school system of the time and a declaration of his own educational principles.

Spain

In Spain, the Escuela Moderna was founded in 1901 by Francisco Ferrer, a Catalan educator and anarchist. He had been influenced by Cecil Reddie. The Modern Schools, also called 'Ferrer Schools', that were founded in the United States, were based on Escuela Moderna. As in Spain the schools were intended to educate the working-classes from a secular, class-conscious perspective. The Modern Schools imparted day-time academic classes for children, and night-time continuing-education lectures for adults.

Sweden

In Sweden, an early proponent of progressive education was Alva Myrdal, who with her husband Gunnar co-wrote Kris i befolkningsfrågan (1934), a most influential program for the social-democratic hegemony (1932–1976) popularly known as "Folkhemmet". School reforms went through government reports in the 1940s and trials in the 1950s, resulting in the introduction in 1962 of public comprehensive schools ("grundskola") instead of the previously separated parallel schools for theoretical and non-theoretical education.

United Kingdom

The ideas from Reddie's Abbotsholme spread to schools such as Bedales School (1893), King Alfred School, London (1898) and St Christopher School, Letchworth (1915), as well as all the Friends' schools, Steiner Waldorf schools and those belonging to the Round Square Conference. The King Alfred School was radical for its time in that it provided a secular education and that boys and girls were educated together. Alexander Sutherland Neill believed children should achieve self-determination and should be encouraged to think critically rather than blindly obeying. He implemented his ideas with the founding of Summerhill School in 1921. Neill believed that children learn better when they are not compelled to attend lessons. The school was also managed democratically, with regular meetings to determine school rules. Pupils had equal voting rights with school staff.

United States

Early practitioners

Fröbel's student Margarethe Schurz founded the first kindergarten in the United States at Watertown, Wisconsin in 1856, and she also inspired Elizabeth Peabody, who went on to found the first English-speaking kindergarten in the United States – the language at Schurz's kindergarten had been German, to serve an immigrant community – in Boston in 1860. This paved the way for the concept's spread in the USA. The German émigré Adolph Douai had also founded a kindergarten in Boston in 1859, but was obliged to close it after only a year. By 1866, however, he was founding others in New York City. 

William Heard Kilpatrick (1871–1965) was a pupil of Dewey and one of the most effective practitioners of the concept as well as the more adept at proliferating the progressive education movement and spreading word of the works of Dewey. He is especially well known for his "project method of teaching". This developed the progressive education notion that students were to be engaged and taught so that their knowledge may be directed to society for a socially useful need. Like Dewey he also felt that students should be actively engaged in their learning rather than actively disengaged with the simple reading and regurgitation of material.

The most famous early practitioner of progressive education was Francis Parker; its best-known spokesperson was the philosopher John Dewey. In 1875 Francis Parker became superintendent of schools in Quincy, Massachusetts after spending two years in Germany studying emerging educational trends on the continent. Parker was opposed to rote learning, believing that there was no value in knowledge without understanding. He argued instead schools should encourage and respect the child's creativity. Parker's Quincy System called for child-centered and experience-based learning. He replaced the traditional curriculum with integrated learning units based on core themes related to the knowledge of different disciplines. He replaced traditional readers, spellers and grammar books with children's own writing, literature, and teacher prepared materials. In 1883 Parker left Massachusetts to become Principal of the Cook County Normal School in Chicago, a school that also served to train teachers in Parker's methods. In 1894 Parker's Talks on Pedagogics, which drew heavily on the thinking of Fröbel, Pestalozzi and Herbart, became one of the first American writings on education to gain international fame. 

That same year, philosopher John Dewey moved from the University of Michigan to the newly established University of Chicago where he became chair of the department of philosophy, psychology and education. He and his wife enrolled their children in Parker's school before founding their own school two years later. 

Whereas Parker started with practice and then moved to theory, Dewey began with hypotheses and then devised methods and curricula to test them. By the time Dewey moved to Chicago at the age of thirty-five, he had already published two books on psychology and applied psychology. He had become dissatisfied with philosophy as pure speculation and was seeking ways to make philosophy directly relevant to practical issues. Moving away from an early interest in Hegel, Dewey proceeded to reject all forms of dualism and dichotomy in favor of a philosophy of experience as a series of unified wholes in which everything can be ultimately related. 

In 1896, John Dewey opened what he called the laboratory school to test his theories and their sociological implications. With Dewey as the director and his wife as principal, the University of Chicago Laboratory school, was dedicated "to discover in administration, selection of subject-matter, methods of learning, teaching, and discipline, how a school could become a cooperative community while developing in individuals their own capacities and satisfy their own needs." (Cremin, 136) For Dewey the two key goals of developing a cooperative community and developing individuals' own capacities were not at odds; they were necessary to each other. This unity of purpose lies at the heart of the progressive education philosophy. In 1912, Dewey sent out students of his philosophy to found The Park School of Buffalo and The Park School of Baltimore to put it into practice. These schools operate to this day within a similar progressive approach.

At Columbia, Dewey worked with other educators such as Charles Eliot and Abraham Flexner to help bring progressivism into the mainstream of American education. In 1917 Columbia established the Lincoln School of Teachers College "as a laboratory for the working out of an elementary and secondary curriculum which shall eliminate obsolete material and endeavor to work up in usable form material adapted to the needs of modern living." (Cremin, 282) Based on Flexner's demand that the modern curriculum "include nothing for which an affirmative case can not be made out" (Cremin, 281) the new school organized its activities around four fundamental fields: science, industry, aesthetics and civics. The Lincoln School built its curriculum around "units of work" that reorganized traditional subject matter into forms embracing the development of children and the changing needs of adult life. The first and second grades carried on a study of community life in which they actually built a city. A third grade project growing out of the day-to-day life of the nearby Hudson River became one of the most celebrated units of the school, a unit on boats, which under the guidance of its legendary teacher Miss Curtis, became an entrée into history, geography, reading, writing, arithmetic, science, art and literature. Each of the units was broadly enough conceived so that different children could concentrate on different aspects depending on their own interests and needs. Each of the units called for widely diverse student activities, and each sought to deal in depth with some critical aspect of contemporary civilization. Finally each unit engaged children working together cooperatively and also provided opportunities for individual research and exploration.

In 1924, Agnes de Lima, the lead writer on education for The New Republic and The Nation, published a collection of her articles on progressive education as a book, titled Our Enemy the Child.

In 1918 The National Education Association, representing superintendents and administrators in smaller districts across the country, issued its report "Cardinal Principles of Secondary Education." It emphasized the education of students in terms of health, a command of fundamental processes, worthy home membership, vocation, citizenship, worthy use of leisure, and ethical character. They Emphasized life adjustment and reflected the social efficiency model of progressive education.

From 1919 to 1955 the Progressive Education Association founded by Stanwood Cobb and others worked to promote a more student-centered approach to education. During the Great Depression the organization conducted the Eight-Year Study, evaluating the effects of progressive programs. More than 1500 students over four years were compared to an equal number of carefully matched students at conventional schools. When they reached college, the experimental students were found to equal or surpass traditionally educated students on all outcomes: grades, extracurricular participation, dropout rates, intellectual curiosity, and resourcefulness. Moreover, the study found that the more the school departed from the traditional college preparatory program, the better was the record of the graduates. (Kohn, Schools, 232) 

By mid-century many public school programs had also adopted elements of progressive curriculum. At mid-century Dewey believed that progressive education had "not really penetrated and permeated the foundations of the educational institution."(Kohn, Schools, 6,7) As the influence of progressive pedagogy grew broader and more diffuse, practitioners began to vary their application of progressive principles. As varying interpretations and practices made evaluation of progressive reforms more difficult to assess, critics began to propose alternative approaches.

The seeds of the debate over progressive education can be seen in the differences of Parker and Dewey. These have to do with how much and by whom curriculum should be worked out from grade to grade, how much the child's emerging interests should determine classroom activities, the importance of child-centered vs. societal–centered learning, the relationship of community building to individual growth, and especially the relationship between emotion, thought and experience. 

In 1955 the publication of Rudolf Flesch's Why Johnny Can't Read leveled criticism of reading programs at the progressive emphasis on reading in context. The conservative McCarthy era raised questions about the liberal ideas at the roots of the progressive reforms. The launching of Sputnik in 1957 at the height of the cold war gave rise to a number of intellectually competitive approaches to disciplinary knowledge, such as BSCS biology PSSC physics, led by university professors such as Jerome Bruner and Jerrold Zacharias

Some of the cold war reforms incorporated elements of progressivism. For example, the work of Zacharias and Bruner was based in the developmental psychology of Jean Piaget and incorporated many of Dewey's ideas of experiential education. Bruner's analysis of developmental psychology became the core of a pedagogical movement known as constructivism, which argues that the child is an active participant in making meaning and must be engaged in the progress of education for learning to be effective. This psychological approach has deep connections to the work of both Parker and Dewey and led to a resurgence of their ideas in second half of the century. 

In 1965, President Johnson inaugurated the Great Society and the Elementary and Secondary Education Act suffused public school programs with funds for sweeping education reforms. At the same time the influx of federal funding also gave rise to demands for accountability and the behavioral objectives approach of Robert F. Mager and others foreshadowed the No Child Left Behind Act passed in 2002. Against these critics eloquent spokespersons stepped forward in defense of the progressive tradition. The Open Classroom movement, led by Herb Kohl and George Dennison, recalled many of Parker's child centered reforms.

The late 1960s and early 1970s saw a rise and decline in the number of progressive schools. There were several reasons for the decline:
  • Demographics: As the baby boom passed, traditional classrooms were no longer as over-enrolled, reducing demand for alternatives.
  • The economy: The oil crisis and recession made shoestring schools less viable.
  • Times changed: With the ending of the Vietnam War, social activism waned.
  • Co-optation: Many schools were co-opted by people who didn't believe in the original mission.
  • Centralization: The ongoing centralization of school districts
  • Non-implementation: Schools failed to implement a model of shared governance
  • Interpersonal dynamics: Disagreement over school goals, poor group process skills, lack of critical dialogue, and fear of assertive leadership
Progressive education has been viewed as an alternative to the test-oriented instruction legislated by the No Child Left Behind educational funding act. Alfie Kohn has been an outspoken critic of the No Child Left Behind Act and a passionate defender of the progressive tradition. 

Taxpayer revolts, leading to cuts in funding for public education in many states, have led to the founding of an unprecedented number of independent schools, many of which have progressive philosophies. The charter school movement has also spawned an increase in progressive programs. Most recently, public outcry against No Child Left Behind testing and teaching to the test has brought progressive education again into the limelight. Despite the variations that still exist among the progressive programs throughout the country, most progressive schools today are vitalized by these common practices:
  • The curriculum is more flexible and is influenced by student interest
  • Teachers are facilitators of learning who encourage students to use a wide variety of activities to learn
  • Progressive teachers use a wider variety of materials allowing for individual and group research.
  • Progressive teachers encourage students to learn by discovery
  • Progressive education programs often include the use of community resources and encourage service-learning projects.

In the East

India

Rabindranath Tagore (1861–1941) was one of the most effective practitioners of the concept of progressive education. He expanded Santiniketan, which is a small town near Bolpur in the Birbhum district of West Bengal, India, approximately 160 km north of Kolkata. He de-emphasized textbook learning in favor of varied learning resources from nature. The emphasis here was on self-motivation rather than on discipline, and on fostering intellectual curiosity rather than competitive excellence. There were courses on a great variety of cultures, and study programs devoted to China, Japan, and the Middle East. He was of the view that education should be a "joyous exercise of our inventive and constructive energies that help us to build up character."

Japan

Seikatsu tsuzurikata is a grassroots movement in Japan that has many parallels to the progressive education movement, but it developed completely independently, beginning in the late 1920s. The Japanese progressive educational movement was one of the stepping stones to the modernization of Japan and it has resonated down to the present.

Korea

While the first Daean Hakgyo (lit. "alternative school") was established in the 1970s, the alternative education became known to the public in the 1990s. However, until well into the 2000s, many people thought that such a school system was for "troublemakers" as they were not accredited by the Ministry of Education and thus provided no diploma. Students who attended these schools had to take Geomjeong-goshi (High School Equivalency Diploma test), which was and is highly stigmatized. Nonetheless, starting from the late 2000s, alternative schools with progressive motives and education philosophy started to get accredited. In the 2010s, public progressive schools became increasingly popular.

Liberal arts college

From Wikipedia, the free encyclopedia
 
Saint Anselm College, a traditional New England liberal arts college.

A liberal arts college or liberal arts institution of higher education is a college with an emphasis on undergraduate study in the liberal arts and sciences. Such colleges aim to impart a broad general knowledge and develop general intellectual capacities, in contrast to a professional, vocational, or technical curriculum. Students in a liberal arts college generally major in a particular discipline while receiving exposure to a wide range of academic subjects, including sciences as well as the traditional humanities subjects taught as liberal arts. Although it draws on European antecedents, the liberal arts college is strongly associated with American higher education, and most liberal arts colleges around the world draw explicitly on the American model


There is no formal definition of liberal arts college, but one American authority defines them as schools that "emphasize undergraduate education and award at least half of their degrees in the liberal arts fields of study." Other researchers have adopted similar definitions.

Although many liberal arts colleges are exclusively undergraduate, some also offer graduate programs that lead to a master's degree or doctoral degree in subjects such as business administration, nursing, medicine, and law. Similarly, although the term "liberal arts college" most commonly refers to an independent institution, it may also sometimes refer to a university college within or affiliated with a larger university. Most liberal arts colleges outside the United States follow this model.

Distinguishing characteristics

Discussion class at Shimer College in Chicago
 
Liberal arts colleges are distinguished from other types of higher education chiefly by their generalist curricula and small size. These attributes have various secondary effects in terms of administration as well as student experience. For example, class size is usually much lower at liberal arts colleges than at universities, and faculty at liberal arts colleges typically focus on teaching more than research.

From a student perspective, a liberal arts college typically differs from other forms of higher education in the following areas: higher overall student satisfaction, a general feeling that professors take a personal interest in the student's education, and perception of encouragement to participate in discussion. Many students select liberal arts colleges with precisely this sense of personal connection in mind.

From an administrative standpoint, the small size of liberal arts colleges contributes to their cohesion and ability to survive through difficult times. Job satisfaction is also typically higher in liberal arts colleges, for both faculty and staff. The smaller size also makes it feasible for liberal arts colleges to adopt relatively experimental or divergent approaches, such as the Great Books curriculum at St. John's or Shimer, or the radically interdisciplinary curriculum of Marlboro

In addition, most liberal arts colleges are primarily residential, which means students live and learn away from home, often for the first time.

The distinctiveness of these attributes is somewhat eroded by the tendency of universities to adopt aspects of the liberal arts college, and vice versa. For example, several American universities, including the University of California system, have experimented with a cluster colleges model in which small liberal-arts-college-like units within a larger university form a "honeycomb of residential colleges". In addition, some universities have maintained a sub-unit that preserves many aspects of the liberal arts college, such as Columbia College within Columbia University.

Liberal arts colleges themselves sometimes cluster to offer greater curricular breadth or share other resources (for instance Colgate University and Hamilton College in New York allow cross enrollment).

Liberal arts and liberal arts college

In academia, liberal arts generally refer to subjects or skills that aim to provide general knowledge and comprise the arts, humanities, natural sciences, and social sciences, as opposed to professional or technical subjects. Most liberal arts colleges nowadays, however, offer more than just liberal arts subjects, such as computer science from the formal science discipline.

Globally

Wheaton College, a Christian liberal arts college in Illinois
 
Liberal arts colleges are found in all parts of the world. Notwithstanding the European origins of the concept of liberal arts education, today the term is largely associated with the United States, and most self-identified liberal arts colleges worldwide are built on the American model. The Global Liberal Arts Alliance, which incorporates institutions on five continents, refers to itself as "an international, multilateral partnership of American style liberal arts institutions."

In 2009, liberal arts colleges from around the world formed the Global Liberal Arts Alliance, an international consortium and "matching service" to help liberal arts colleges in different countries deal with their shared problems.

In North America

The liberal arts college model took root in the United States in the 19th century, as institutions spread that followed the model of early schools like Harvard, Yale, and Dartmouth, although none of these early American schools are regarded as liberal arts colleges today. These colleges served as a means of spreading a basically European cultural model across the new country. The model proliferated in the 19th century; some 212 small liberal arts colleges were established between 1850 and 1899. As of 1987, there were about 540 liberal arts colleges in the United States.

The oldest liberal arts college in America is considered to be Washington College, the first college chartered after American independence. Other prominent examples in the United States include the so-called Little Ivy colleges in New England, the surviving predominantly female Seven Sisters colleges along the northeastern seaboard, the Claremont Colleges in Southern California, and the Ohio Five, but similar institutions are found all over the country. Most are private institutions, but a handful of public liberal arts schools exist (such as the University of Mary Washington, and New Saint Andrews College in Moscow, Idaho). 

In Europe

Class at Bard College Berlin, in Europe
 
With the exception of pioneering institutions such as Franklin University Switzerland, established as a Europe-based, US-style liberal arts college in 1969, Saint Louis University Madrid Campus, established in 1967, and Richmond, The American International University in London, established in 1972 only recently have efforts been made to import the American liberal arts college model to continental Europe. 

In the Netherlands, universities have opened constituent liberal arts colleges under the terminology "university college" since the late 1990s. This trend was spearheaded by Dutch sociologist Hans Adriaansens, who was "frustrated with the large-scale climate of university education in the Netherlands". Dutch university colleges of this kind include Leiden University College The Hague, University College Utrecht, University College Maastricht, Amsterdam University College, University College Roosevelt, Erasmus University College, University College Groningen and University College Tilburg

Other liberal arts colleges in continental Europe include Bratislava International School of Liberal Arts in Slovakia, and Bard College Berlin, the Leuphana University of Lüneburg with their Bachelor program Studium Individuale and the University College Freiburg in Germany. Bard College Berlin was founded in Berlin in 1999 as the European College of Liberal Arts, and in 2009 it introduced a 4-year Bachelor of Arts program in Value Studies taught in English and leading to an interdisciplinary degree in the humanities.

Although liberal arts colleges as such remain rare, liberal arts degree programs are beginning to establish themselves in Europe. For example, University College Dublin offers the degree, as does St. Marys University College Belfast, both institutions coincidentally on the island of Ireland. In 2010 the University of Winchester introduced its Modern Liberal Arts undergraduate program, the first of its kind in the UK. In 2012, University College London began its interdisciplinary Arts and Sciences BASc degree (which has kinship with the liberal arts model) with 80 students. King's College London launched the BA Liberal Arts, which has a slant towards arts, humanities and social sciences subjects. The New College of the Humanities also launched a new liberal education programme. The four-year bachelor's degree in Liberal Arts and Sciences at University College Freiburg is the first of its kind in Germany. It started in October 2012 with 78 students. The first Liberal Arts degree program in Sweden was established at Gothenburg University in 2011, followed by a Liberal Arts Bachelor Programme at Uppsala University's Campus Gotland in the autumn of 2013. Liberal arts colleges in Italy include John Cabot University and The American University of Rome in Rome. The University College of North Staffordshire, founded in 1950 in the United Kingdom, was frequently referred to as the "Keele Experiment" because of its innovative curriculum and emphasis on a scholarly community resident together on campus. The college became Keele University in 1962 and continues to reflect many features of the liberal arts college model. It has been described as the closest example of a liberal arts college in the UK. This distinctiveness will be reinforced with the opening of the new Keele Institute of Liberal Arts and Sciences in 2016. 

From September 2016 Chavagnes Studium, a Liberal Arts centre in France will be offering a 2-year intensive BA in the Liberal Arts with a distinctively Catholic perspective.

In Asia

Lingnan University in Hong Kong was established as a liberal arts college in the early 20th century, although it subsequently became a full-fledged university. Ginling College in Nanjing similarly followed the model of an American liberal arts college from its founding in 1915 until forced to conform with the Nationalist educational system in the 1930s. In Zhuhai City, Hong Kong Baptist University and Beijing Normal University opened United International College, which adopted the liberal arts college education system. 

International Christian University in Tokyo, which opened in 1953, defines itself as "Japan's first liberal arts college."

Yale-NUS College was started in 2011 as Singapore's first liberal arts college as a collaboration between Yale University in the United States and the National University of Singapore. It attracted controversy over concerns that Yale was compromising on its liberal values by opening a college in a country where there are strong curbs on freedom of speech and assembly, with Yale faculty members expressing their "concern regarding the history of lack of respect for civil and political rights in the state of Singapore”. In response, many existing faculty and students have noted that there has been little repression of freedom of expression at the college and that it provides a great opportunity to promote the liberal arts in Asia.

Underwood International College belonging to Yonsei University is South Korea's first liberal arts college. 

Kalayaan College in the Philippines is among the best examples of a liberal arts college in the country. Located in the New Manila district of Quezon City, it was founded in 2000 by former educators from the University of the Philippines led by Dr. José V. Abueva, President of the University from 1987 to 1993. It offers the same kind of education provided by UP to qualified students who are unable to enter the country's premier state university because of its limited college quotas. The curriculum is patterned after the academic programs that are offered by the University of the Philippines and is composed of administrators and faculty members who are also members of the UP academic community.

Liberal arts colleges in South Asia include Ajeenkya D Y Patil University in Pune, India, Forman Christian College in Lahore, Pakistan, and FLAME University in Pune, Maharashtra, India, referred to as India's 'first college of Liberal Education'. The University is a member of the Global Liberal Arts Alliance has also recently signed a Memorandum of Understanding (MoU) with Nuffield College, University of Oxford.

Also, Ahmedabad University, a private, non-profit university offers its students a liberal education which is focused on research and interdisciplinary learning.

In the Middle East

Shalem College in Israel.
 
The liberal arts model has traditionally not been part of the educational landscape in the Middle East or North Africa. Baghdad College has offered a liberal arts curriculum since the early 20th century, but despite its name it has never offered more than a high school education. Effat University in Saudi Arabia, a women's institution, is a member of the Global Liberal Arts Alliance and The first liberal arts college in the Middle East is however generally considered to be Shalem College in Israel, established in 2013.

In Africa

 
Three institutions in Africa are members of the Global Liberal Arts Alliance: Al Akhawayn University in Morocco, American University of Cairo in Egypt, and American University of Nigeria. The Egyptian and Nigerian schools are universities with a liberal arts component, but Al Akhawayn was founded on the model of an American liberal arts college. 

Ashesi University is a liberal arts college located in Berekuso, Ghana, established in 2002. The school's president, Patrick Awuah, described the school's mission as "educating a new generation of leaders in Africa who think ethically and who are problem solvers and have the ability and the desire to confront problems on the continent."

In Australia

Campion College is a Roman Catholic dedicated liberal arts college located in the western suburbs of Sydney. Founded in 2006, it is the first tertiary educational liberal arts college of its kind in Australia. Campion offers a Bachelor of Arts in the Liberal Arts as its sole undergraduate degree. The key disciplines studied are history, literature, philosophy and theology.

Classical radicalism

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