http://blogs.slj.com/nonfictionmatters/2008/06/11/progressive-education/ A School Library Journal Blog Sun, 05 Aug 2012 22:26:42 +0000 hourly 1 http://wordpress.org/?v=3.4.1 http://blogs.slj.com/nonfictionmatters/2008/06/11/progressive-education/comment-page-1/#comment-763 ELIZABETH PARROTT Thu, 12 Jun 2008 16:07:46 +0000 http://blogs.slj.com/nonfictionmatters/2008/06/11/progressive-education/#comment-763 Absolutely (this in response to the post, not the comment)! I am very new to writing. Your blog always makes sense to me, and often makes me think of my son. I see why when I see that you were heavily influenced by educators steeped in Dewey's thoughts. My son grew up in a K-8 Montessori school. The school placed a heavy emphasis on thinking for oneself. I don't know the relationship between Dewey and Maria Montessori, but I know they were working at about the same time. My son is now at St. John's College in Annapolis. I don't remember if the educators who took St. John's in the direction of a Great Books school were comfortable with Dewey's thoughts or were reacting against them, but I do remember there was a relationship. From what I can find today quickly on the web it looks as if they all came out of the University of Chicago at about the same time. Before my son started at St. John's, we were told that their graduates know how to think. He is learning to formulate theories. And defend those theories, and accept other people's theories. So many of your posts seem to value the same kinds of things. I find this terribly helpful as I try to begin the process of writing nonfiction. Absolutely (this in response to the post, not the comment)! I am very new to writing. Your blog always makes sense to me, and often makes me think of my son. I see why when I see that you were heavily influenced by educators steeped in Dewey’s thoughts. My son grew up in a K-8 Montessori school. The school placed a heavy emphasis on thinking for oneself. I don’t know the relationship between Dewey and Maria Montessori, but I know they were working at about the same time. My son is now at St. John’s College in Annapolis. I don’t remember if the educators who took St. John’s in the direction of a Great Books school were comfortable with Dewey’s thoughts or were reacting against them, but I do remember there was a relationship. From what I can find today quickly on the web it looks as if they all came out of the University of Chicago at about the same time. Before my son started at St. John’s, we were told that their graduates know how to think. He is learning to formulate theories. And defend those theories, and accept other people’s theories. So many of your posts seem to value the same kinds of things. I find this terribly helpful as I try to begin the process of writing nonfiction.

]]> http://blogs.slj.com/nonfictionmatters/2008/06/11/progressive-education/comment-page-1/#comment-764 Monica Edinger Thu, 12 Jun 2008 04:01:31 +0000 http://blogs.slj.com/nonfictionmatters/2008/06/11/progressive-education/#comment-764 Theories work best for me when there is ample evidence to back them up. So far I've been skittish with yours regarding the kid readers of your books because I've yet to see such evidence. You mention that those young readers you meet "seem very ready to disagree..." but is that true of every single kid in the groups you meet? Are you focusing perhaps on the eager ones and not noticing the others? I suspect there may indeed be a few silenced among them unnoticed, perhaps, if there are others who are jumping up and down and eagerly disagreeing with you. Also, I'm guessing that many of those in the groups you meet have been prepped by teachers beforehand or are perhaps preselected in some other way or another. Then there is the age factor. Younger kids who are less experienced readers are going to have a distinctly different relationship with a book with a strong point of view than older more savvy readers. Theories work best for me when there is ample evidence to back them up. So far I’ve been skittish with yours regarding the kid readers of your books because I’ve yet to see such evidence. You mention that those young readers you meet “seem very ready to disagree…” but is that true of every single kid in the groups you meet? Are you focusing perhaps on the eager ones and not noticing the others? I suspect there may indeed be a few silenced among them unnoticed, perhaps, if there are others who are jumping up and down and eagerly disagreeing with you. Also, I’m guessing that many of those in the groups you meet have been prepped by teachers beforehand or are perhaps preselected in some other way or another. Then there is the age factor. Younger kids who are less experienced readers are going to have a distinctly different relationship with a book with a strong point of view than older more savvy readers.

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