"Living a Philosophical Contradiction?": Progressive Education in the Archdiocese of Vancouver's Catholic Schools, 1936-1960

Autor/in	Gemmell, K. M.
Titel	"Living a Philosophical Contradiction?": Progressive Education in the Archdiocese of Vancouver's Catholic Schools, 1936-1960
Quelle	In: History of Education Quarterly, 59 (2019) 3, S.351-378 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
Schlagwörter	Catholic Schools; Religious Education; Progressive Education; Catholic Educators; Educational History; Foreign Countries; Educational Philosophy; Females; Educational Change; Public Schools; Curriculum Development; Standards; Federal Aid; Teacher Attitudes; Student Needs; Canada + Suchen Sie Ihr Suchwort? Katholische Schule; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Reformpädagogik; Progressive Erziehung; Katholische Erziehergemeinschaft; History of education; Bildungsgeschichte; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Weibliches Geschlecht; Bildungsreform; Public school; Öffentliche Schule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Standard; Lehrerverhalten; Kanada
Abstract	Progressive education swept across Canada in the early to mid-twentieth century, restructuring schools, introducing new courses, and urging teachers to reorient the classroom to the interests and needs of the learner. The women religious who taught in Vancouver's Catholic schools negotiated the revised public school curriculum, determined to utilize the latest methods and meet public school standards in hopes of receiving government funding. But they were equally adamant about preserving Catholic beliefs regarding human life and resisting "false" philosophy. Despite their caution, progressive education began to transform Catholic pedagogy in this period, most notably in religious education. Looking back over the decades, Catholic educators in the early 1960s would observe that progressive education had brought about a shift in schools that emphasized process over content and self-expression over discipline. They found themselves questioning whether the curriculum undermined revealed knowledge by overemphasizing empirical science as the foundation for all knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01