A Rhetorical Perspective of the Progressive Education Movement.

Autor/inn/en	Karr-Kidwell, PJ; Makay, John J.
Titel	A Rhetorical Perspective of the Progressive Education Movement.
Quelle	(1980), (41 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Beliefs; Democratic Values; Educational Change; Educational History; Educational Objectives; Educational Philosophy; Educational Theories; Experimental Curriculum; Group Membership; Organization; Organizational Objectives; Organizations (Groups); Persuasive Discourse; Progressive Education; Rhetoric; School Community Relationship; Student Centered Curriculum + Suchen Sie Ihr Suchwort? Belief; Glaube; Bildungsreform; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Gruppenzugehörigkeit; Organisation; Organisationsstruktur; Business goal; Unternehmensziel; Persuasion; Persuasive Kommunikation; Reformpädagogik; Progressive Erziehung; Rhetorik
Abstract	This paper looks at how rhetoric was used as an instrument in the Progressive Education Movement. According to the author, this movement stretched from the early 1920s to the early 1950s. As part of it, educators placed increased emphasis on child development, the student's freedom to develop naturally, student motivation, and the school/community relationship. The essay uses a rhetorical perspective to show that discourse worked to fuel the movement's growth until it reached a period of consummation. After tracing early developmental stages of the movement, the author focuses on the rise of the movement from local to national recognition. He notes the lack of agreement about ideological concerns within the movement and adds a note on how confusion in purpose led to the movement's demise. A rhetorical analysis of the movement is then offered, focusing on three areas: the shared beliefs or sense of community among members evidenced through referential symbols and rhetorical appeals, members' norms for action (both intentional and unintentional action), and the internal and external rhetoric of the organizational structure of the movement and how this affected the organizations's objectives and actions. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01