By Craig Kridel, Robert V. Bullough
An in-depth research of 1 of crucial academic experiments of the 20 th century.
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Extra info for Stories of the Eight-year Study: Reexamining Secondary Education in America
As director of the John Burroughs School, he was well versed to discuss progressive secondary education since just six years earlier (in 1923) he had founded this private, coeducational, college-preparatory high school and had overseen every aspect of its development, from selecting the site, planning the buildings, and buying equipment to hiring teachers and determining curriculum. In addition to successfully staging the national conference, the entire year proved rather remarkable for Aikin as well.
The PEA is also often viewed as a small, obscure organization of Dewey disciples centered at Teachers College, Columbia University, or a group of “dauntless women” who started private, elite elementary schools centered on developing the interests and fostering the creative spirit of children. 6 The tale of the PEA concludes with the association imploding in the late 1940s and disappearing in the 1950s in what follows a general organizational biography: birth, growth, maturity, and death. These impressions implicitly assume that progressive education was the nearexclusive domain of PEA members.
He knew this too. The Educational Context of the Eight-Year Study 25 Chapter 1 The Educational Context of the Eight-Year Study There is no need to re-present the history of progressive education. 1 Yet countless myths still surround both progressivism and the PEA. We wish to discuss lore that affects our conception of the Eight-Year Study as we attempt to broaden the common deﬁnition of progressive education in view of current perceptions of the late 1920s–1930s era. We also will examine the societal tensions of the 1930s, particularly those concerning the future of democracy, since public fears greatly inﬂuenced the direction of the project.