The International Handbook of Progressive Education engages contemporary debates about the purpose of education, presenting diverse ideas developed within a broadly conceived progressive education movement. It calls for a more critical and dynamic conception of education goals as a necessary element of a healthy society. The scope is global, with contributing authors and examples from around the world. The sweep includes past, present, and future. Even for those who lament its failures, progressive education still seems to be asking the right questions. There is a vision, the progressive impulse, which goes beyond educational practice per se to include inquiry into a conception of the good life for both individuals and society. Because progressivists tend to dispute the status quo and the extent to which it nurtures that good life, there is an underlying critical edge to progressive thinking, one that has sharpened in recent progressive education discourse. The handbook¿s inquiry into progressive education starts with a number of intriguing and difficult questions: How has progressive education fared in different contexts? How do progressive methods relate to ideas of constructivist, discovery, problem-based, experiential, and inquiry-based teaching? And do they «work»? If progressive education offers an important alternative, why has it often been ignored, abandoned, or suppressed? What is the relevance of its tenets, methods, and questions in the new information age and in a world facing global changes in environment, politics, religion, language, and every other aspect of society?

Mustafa Yunus Eryaman is President of the Turkish Educational Research Association and Professor of Curriculum and Instruction at Çanakkale Onsekiz Mart University. He received his PhD from the University of Illinois. He serves as a council member in the European and World Educational Research Associations.
Bertram C. Bruce is Professor Emeritus at the University of Illinois. He has a PhD in computer science from the University of Texas. His many publications include Network-Based Classrooms, Electronic Quills, Libr@ries: Changing Information Space and Practice, and Literacy in the Information Age.

Contents: Bertram C. Bruce/Mustafa Yunus Eryaman: The Progressive Impulse in Education - John L. Pecore: Past - John L. Pecore: Aims of Progressive Education - Wayne J. Urban: Anti-Progressivism in Education: Past and Present - Selçuk Uygun: John Dewey and Village Institute Model in Teacher Training System in Turkey - Leonard J. Waks: John Dewey and the Challenge of Progressive Education - George E. Hein: Austrian School Reform, 1919-1934 - Anna Brix Thomsen: Revamping the French Educational Philosopher Célestin Freinet's Pedagogy and its Relevance for Current Discussions on Progressive Education - Rhonda K. Webb/Chara Haeussler Bohan: The Progressive Pedagogies of Ella Flagg Young, Lucy Sprague Mitchell, Lucy Maynard Salmon and Anna Julia Cooper: Beyond Jane Addams - John L. Pecore: From Kilpatrick's Project Method to Project-Based Learning - C. Gregg Jorgensen: Discovering Dewey as a Guiding Foundation: Examining Moral Problems Using Issues-Centered Education - Walter Feinberg/Jeanne Connell: Saving a Progressive Vision: Assessing the Move of the Barnes Foundation - Fred Burton: Where's Wonder? - Brian Drayton: Present: Within Institutions - Brian Drayton: Interrogating and Reconstructing Practice - Carol Mutch: Education in New Zealand: A Revered Past, a Contested Present, and an Uncertain Future - George E. Hein: Progressive Museum Education: Examples From the 1960s - Amanda R. Morales/Jory Samkoff: The Teacher-Artist's Creed: Teaching as a Human, Artistic, and Moral Act - Susan Matoba Adler/Jeanne Marie Iorio: Progressive Teachers of Young Children: Creating Contemporary Agents of Change - Susanne Gannon/Wayne Sawyer: Literacy, Literature, and Moral Panic in Australia - Max A. Hope: Developing Active Citizenship in Schools: A Case Study of Democracy in Practice - Bronwyn Elisabeth Wood: Teacher Interpretations of «Active» Citizenship Curricula: Shared Identities and Spatial Orientations - Ching-Chiu Lin/Melody Milbrandt/Karen Hutzel/Bill Blidy: The Unfinished and Ongoing Business of Art Education in the U.S.: Collaboration, Participation, and Democratic Practices - Leslie Boedicker: Progressive Education as Continuing Education for the Developmentally Disabled - Jeanne Connell/Alistair Ross: Present - Jeanne Connell/Alistair Ross: Participation and Citizenship - Leo Casey: Participation as Telos for Learning - Chaebong Nam: Technology as Connected and Critical Learning Practice - Bertram C. Bruce: What Jane Addams Tells Us About Early Childhood Education - Ana Bela Ribeiro/Mariana Rodrigues/Andreia Caetano/Sofia C. Pais/Isabel Menezes: Citizenship Education in European Schools: The Critical Vision of NGOs - Delwyn L. Harnisch/Timothy C. Guetterman: Progressive Education in Georgia: Advances in Professional Development of Learning Communities - Shreya Ghosh: Activating Citizenship: The Use of Education to Create Notions of Identity and Citizenship in South Asia - Joseph Chow: Towards a Framework for Understanding Adolescents' Civic Competency - Maureen Hogan: Future - Maureen Hogan: Future of Progressive Education - Kyle Arvid Greenwalt/Laura A. Edwards: The Great Commonwealth of Successive Generations: Progressive Education in an Era of Global Change - Jiacheng Li/Jing Chen: The Banzhuren: Classrooming as Democracy in China - Teuku Zulfikar: Indonesian Education: Its Efforts for Progressive Learning Environment - Iván M. Jorrín Abellán/Sara Villagrá Sobrino/Sara García Sastre: The Rural-Urban Paradox in Primary Schools: 140 Years of Progressive Education in Spain - Steven Jay Gross/Joan Poliner: The New DEEL (Democratic Ethical Educational Leadership): Transformative, Progressive Educational Administration - Sally J. W. Read: Stories of Progressive Education in the 21st Century - Martina Riedler: Overarching Issues of Progressive Education - Henry Giroux: Reclaiming the Radical Imagination: Challenging Casino Capitalism's Punishing Factories - Lilia D. Monzó/Peter McLaren: The Future is Marx: Bringing Back Class and Changing the World: Revolutionary Critical Pedagogy as Moral Imperative - Valerie Scatamburlo-D'Annibale: Beyond «Discourse Radicalism»: Revolutionary Critical Pedagogy and the Struggle for Social Justice - Juha Suoranta: Progressive Critical Pedagogies and the Idea of Communism - Maureen P. Hogan/Jeanne Connell: Hull-House as a Queer Counterpublic - Carol Gilles: Whole Language Philosophy and Practice: Where Have We Been and Where Are We Headed - Mary M. Kitagawa/Chisato Kitagawa: Core Values of Progressive Education:
Seikatsu Tsuzurikata
and Whole Language - Saville Kushner: Lawrence Stenhouse and the Refutation of Progressivism in Curriculum - Bertram C. Bruce: Coffee Cups, Frogs, and Lived Experience - Samuel Day Fassbinder: Ecopedagogy and Progressive Education