21. Why Have Progressive Schools?

2021 ◽  
pp. 133-142
Keyword(s):  
2020 ◽  
pp. SP506-2020-44
Author(s):  
Patrick J. Boylan

AbstractDorothy Rayner was one of the first women to be appointed to a tenured academic post in any English university geology department, joining the Leeds Department in 1939, serving for 38 years to her retirement in 1977. She had two very important early influences inher life. The first was her family, with its tradition through several generations of doctors, scientists, engineers, mathematicians, radical politics and social activism. The other was her earlier education, particularly her seven years at the very influential Bedales School, the first of what were to become known in the 20th century as “progressive” schools. After gaining a First at Girton College in the Cambridge Natural Sciences Tripos, she undertook ground-breaking research on the taxonomy and neural systems of Jurassic fishes, for which she was awarded a Cambridge PhD in 1938, soon after which she was appointed Assistant Lecturer in Geology at Leeds. In addition to an always very heavy teaching load she continued with a broad range of research, including further work on fossil vertebrates, and the stratigraphy of first the North of England and then the whole of the British Isles. She was also an outstanding Editor, and then President, of the Yorkshire Geological Society.


Author(s):  
Donald W. Winnicott

Winnicott looks at progressive schools in terms of their work with ill children and, sometimes, ill parents. For Winnicott, the diagnosis of children as healthy or maladjusted or deprived is of utmost significance when the place of progressive schools is being discussed. A group of deprived children can be said to both need a progressive school and, at the same time, be most likely to break it up. Winnicott considers that the challenge for progressive schools is that they tend to be used by persons trying to ‘place’ deprived children, which he considers a misuse of their function. He proposes that, under such conditions, any idea of providing opportunity for creative learning will be vitiated by the fact that a large number of the pupils will not be able to learn because they are trying to discover and establish their identities. Winnicott also believes that good progressive school education cannot to be measured in academic terms; it may be that all the school does is not expel a pupil until the time comes for passing him or her on to a wider area of living.


1969 ◽  
Vol 17 (1) ◽  
pp. 93
Author(s):  
H. C. Barnard ◽  
W. A. C. Stewart
Keyword(s):  

1969 ◽  
Vol 20 (3) ◽  
pp. 345
Author(s):  
Michael F. D. Young ◽  
W. A. C. Stewart
Keyword(s):  

Author(s):  
Paul Babie ◽  
Kyriaco Nikias

As we approach Justice Lionel Murphy’s 100th birthday on 30 August 2022, this article explores and renews a significant aspect in the jurisprudence of this truly radical judge: the social relations or progressive view of property. Justice Murphy both identified and judicially expounded this view well before the American social relations or progressive schools. And rather than merely identifying it as some intellectual museum piece, the article also builds on it. The article contains five parts. Part I contextualises the jurisprudential debates surrounding property. Part II recounts Justice Murphy’s judicial radicalism. Part III explores the elements of Murphy’s progressive-relational view of property. Part IV applies the elements of Murphy’s progressive-relational property to the High Court’s recent native title decision in Northern Territory v Griffiths. Part V offers some concluding reflections on the bright future for property found in Murphy’s conception.


1995 ◽  
Vol 70 (4) ◽  
pp. 56-85 ◽  
Author(s):  
Susan F. Semel ◽  
Alan R. Sadovnik
Keyword(s):  
The Past ◽  

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