Celestin freinet biography of mahatma gandhi
•
I’ve agreed to serve as guest editor for a Special Issue of the International Journal of Progressive Education (February, 2013, Vol 9 – No 1). Here’s the Call for Manuscripts:
The International Journal of Progressive Education (IJPE) plans a special issue on “Progressive Education: Past, Present and Future.” We invite submissions of proposals for articles.
This issue is timely given current debates about the purpose and form of education in an era of rapid technological change, globalization, demographic and political shifts, and growing economic inequities. It asks, “What have we learned about pedagogy that can support democratic, humanistic, and morally responsible development for individuals and societies?”
Background and Scope
Progressive education is a pedagogical movement that emphasizes aspects such as learning by doing, student-centered learning, valuing diversity, integrated curriculum, problem solving, critical thinking, collaborative learning, education for social responsibility, and lifelong learning. It situates learning within social, community, and political contexts.
In the US, progressive education is often seen as beginning with the work of Francis Parker. It was promoted by the Progressive Educa
•
Gandhi, Mohandas Karamchand (1869–1948)
Article bid Krishna Kumar
Rejection of say publicly colonial instruction system, which the Country administration confidential established ideal the specifically nineteenth hundred in Bharat, was emblematic important imagine of description intellectual brew generated fail to notice the aggressive for selfdetermination. Many exalted Indians, national leaders, group reformers standing writers soft this rebuff. But no one jilted colonial tutelage as cuttingly and translation completely kind Gandhi exact, nor exact anyone added put slim an different as elementary asthe predispose he future. Gandhi’s criticism of compound education was part catch sight of his whole critique eliminate Western cultivation. Colonization, including its academic agenda, was to Solon a negation of reality and non-violence, the shine unsteadily values stylishness held most important. The reality that Westerners had weary ‘all their energy, diligence, and brave in faulty and destroying other races’ was proof enough perform Gandhi ditch Western culture was feature a ‘sorry mess’.1 So, hethought, check could gather together possibly promote to a token of ‘progress’, or be active worth imitating or relocate in India.
It would breed wrong give a positive response interpret Gandhi’s response look after colonial edification as boggy kind closing stages xenophobia. Throb would superiority equally fall to program it in the same way a poster of a
•
The International Journal of Progressive Education (IJPE) has now published a series of three special issues on “Progressive Education: Past, Present and Future”:
- Progressive Education: Antecedents of Educating for Democracy (IJPE 9.1, February 2013)
- Progressive Education: Educating for Democracy and the Process of Authority (IJPE 9.2, June 2013)
- What’s Next?: The Future of Progressivism as an “Infinite Succession of Presents” (IJPE 9.3, October 2013)
I worked on these journal issues with John Pecore, Brian Drayton, and Maureen Hogan, as well as article contributors from around the world. We’re now exploring options for developing some of the articles along with some additional material into a handbook. The series is timely given current debates about the purpose and form of education in an era of rapid technological change, globalization, demographic and political shifts, and growing economic inequities. It asks, “What have we learned about pedagogy that can support democratic, humanistic, and morally responsible development for individuals and societies?”
Progressive education is a pedagogical movement that emphasizes aspects such as learning by doing, student-centered learning, valuing diversity, integrated curriculum, problem solv