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dc.contributor.authorChristou, Theodoreen
dc.date2009-06-14 19:00:04.184
dc.date.accessioned2009-06-16T20:50:31Z
dc.date.available2009-06-16T20:50:31Z
dc.date.issued2009-06-16T20:50:31Z
dc.identifier.urihttp://hdl.handle.net/1974/1946
dc.descriptionThesis (Ph.D, Education) -- Queen's University, 2009-06-14 19:00:04.184en
dc.description.abstractThis dissertation arose from a need to derive an inclusive model for describing the historical meanings of progressive education. It considers reform rhetoric published in two widely distributed and accessible journals in Ontario, The School and The Canadian School Journal, between 1919 and 1942. These sources brought together a wide variety of educationists in the province, including teachers, school board representatives, members of the Department of Education, inspectors, and the staff of teacher training institutions, and were forums for the exploration of new and progressive educational ideas. Various conceptions and interpretations of what progressive education would entail were published side by side, in parallel. This dissertation describes the rhetoric of progressive education, which concerned three domains—active learning, individualized instruction, and the linking of schools to contemporary society—and considers the distinctions within this language. Further, this dissertation argues that progressivist ideas were interpreted and represented in different ways according to conceptual orientation and context. Three distinct interpretations of progressive education are described in this thesis. The first progressivist orientation was primarily concerned with child study and developmental psychology; the second concerned social efficiency and industrial order; the third concerned social meliorism and cooperation. Hence, I draw not only on three different domains of progressivist rhetoric, but also on three distinct orientations to reform. What emerges is a description of how different progressivists understood and represented Ontario’s transforming schools, in a context affected by the forces of modernity, world war, and economic depression.en
dc.format.extent1379388 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoengen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectProgressive Educationen
dc.subjectOntarioen
dc.subjectHistory of Educationen
dc.subjectEducational Reformen
dc.subjectProgressivisten
dc.subjectHumanisten
dc.subjectDevelopmental Psychologyen
dc.subjectMeliorismen
dc.subjectSocial Efficiencyen
dc.subjectInstitute of Child Studyen
dc.subjectRhetoricen
dc.subjectCritical Realismen
dc.subjectDuncan McArthuren
dc.subjectWilliam Blatzen
dc.subjectHerbert Kliebarden
dc.subjectChild Studyen
dc.subjectInterwaren
dc.subjectThe School Journalen
dc.subjectThe Canadian School Journalen
dc.subjectActive Learningen
dc.subjectIndividualized Instructionen
dc.subjectSchool and Societyen
dc.titleParallel Progressivist Orientations: Exploring the Meanings of Progressive Education in Two Ontario Journals, The School and The Canadian School Journal, 1919-1942en
dc.typethesisen
dc.description.degreePhDen
dc.contributor.supervisorBruno-Jofré, Rosaen
dc.contributor.departmentEducationen
dc.degree.grantorQueen's University at Kingstonen


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