The adventure (sex)pedition: revisiting Kurt Hahn's educational aims

PurposeDiscourses celebrating Kurt Hahn's practical and intellectual contributions to the field of progressive education are ubiquitous. However, the centrality of sexuality in Hahn's educational aims is often misrecognized in contemporary accounts. The purpose of this paper is to provide an historical and historicized contextualization of Hahn's hypervigilance on young male sexuality as it pertained to his educational aims.Design/methodology/approachThis is an historical analysis of sexuality in Kurt Hahn's educational aims and practices. It draws on Hahn's own writings and speeches, coupled with documents from his students and colleagues, educational historians, German historians and historians of both world wars. The paper is informed by critical theory as well as critical approaches to gender, sexuality and pedagogy.FindingsContrary to contemporary accounts, Kurt Hahn was neither a liberal nor modernizing progressive educator, nor was he interested in generalized sexual repression. Hahn developed a homophobic pedagogy due to his belief that inside all young males were the latent capacities to either be homosexual or contribute societal value. His political-aristocratic allegiances, desire to identify and educate future ruling classes and fear homosexuality was the death of social value led to the use of adventure as a form of preemptive conversion therapy.Originality/valueThis paper links several historical threads and analyses to provide a unique vantage point for understanding the origins of adventure as pedagogical intervention and Kurt Hahn's aims of education.

Henry Caldwell Cook, creativity and democratic learning

Purpose The purpose of this paper is to re-examine the life and work of a forgotten progressive educator – (Henry) Caldwell Cook who was an English and drama teacher at the Perse School in Cambridge, UK. By looking at his key work The Play Way (1917) as well as the small number of his other writings it further seeks to explain the distinctiveness of his thinking in comparison to his contemporaries with a particular focus upon educational democracy. Design/methodology/approach The work was constructed primarily through a reading of Cook’s published output but also archival study, specifically by examining the archives held within the Perse School itself. These consisted of rare copies of Cook’s written works – unused by previous scholars – and materials relating to Cook’s work in the school such as his theatre designs and a full collection of contemporary newspaper reviews. Findings The paper contends that Cook’s understanding of democracy and democratic education was different to that of other early twentieth century progressives such as Edmond Holmes and Harriet Finlay-Johnson. By so doing it links him to the ideas of progressivism emergent in America from John Dewey et al. who were more concerned with democratic ways of thinking. It therefore not only serves to resurrect Cook as a figure of importance but also offers new insights into early twentieth century progressivism. Originality/value The value of the paper is that it expands what little previous writing there has been on Cook as well as using unused materials. It also seeks to use a biographical approach to start to better delineate progressive educators of the past thereby moving away from seeing them as a homogenous grouping.

KEBERHASILAN PROSES PENDIDIKAN KARAKTER TERDAPAT DI PUNDAK PENDIDIKNYA

<span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>Educators important figure in character education course caused by its</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> presence as a central figure in education. Good educator of character is when</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>he does not care about him as long as he could see their students grow and</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> thrive. Character educators on assessed from nature sincere, patient, and full</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>commitment to establish soul didiknya.Peningkatan welfare participants would</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> not quite able to change the quality of teachers and education if it is not</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>accompanied by changes in educational culture and spirit of education.</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> Increased prosperity will not be quite capable of changing the quality of teachers</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>and education if it is not accompanied by changes in educational culture and</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> spirit of education. Personality and character pendidiki must be strong so that</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> he was not brought on by a situation that makes his personality defeated by</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> circumstances. Strong personality and unwavering needed to create a role that</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> also serves to form the personality of learners. Progressive educator is an</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>educator who serves as a motivator. Its function is to make students believe</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> that they can change, they are engaged and motivated that the learning process</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> gives them the understanding and skills which can make the face of the world.</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /></span>

Individuality as an educational project: Kilpatrick, curriculum theory, teacher education

Internationally renowned teacher educator Anne Phelan argues that teacher education must now be concerned primarily with the teachers' subjectivities, specifically with teachers' capacities for freedom of expression, thought, and action. In this essay I juxtapose the “project method” associated with the U.S. Progressive educator William Heard Kilpatrick with Phelan’s call for cultivating teachers’ subjective capacities, providing one method for reconceptualizing teacher education as primarily subjective. In so doing Icontinue the ongoing conversation between teacher education and curriculum theory in which Phelan is now so powerfully participating.http://dx.doi.org/10.15572/ENCO2015.02

What Does Neoliberalism Have to Do with Teaching Research Writing?

Ask any progressive educator the question posed by my title, and you won’t have to wait long for an answer: everything. From the size of the class, to the quality of the computer lab, to the costs of textbooks, to the demographics and the class schedules of the students, to the workload and the compensation of faculty assigned to teach them—it is just so easy to name a few of the obvious material factors signaling the neoliberal economy’s effect on how we teach required service classes like research writing (or any course, for that matter). By and large, we share basic understandings about that history, so I am not going to rehearse it here.

Ruralizing Dewey: The American friend, internal colonization, and the Action School in post-revolutionary Mexico (1921-1940)

The article examines how and to what extent the ideas of John Dewey were adopted and adapted by the political and educational elite of post-revolutionary Mexico and the consequences of that adoption. It provides the political, cultural, and socio-economic context of reception as well as the various points of entry of Dewey`s ideas including the relation between the Secretary of Education, the Universidad Nacional de México and Columbia University (in particular Teachers College) and the influence of the Protestant missionaries. The article discusses the issues and ideas that characterized the political and educational debates of the time and mediated the traveling and reception of international pedagogical ideas. It pays particular attention to the building of Mexicanidad (nation building) through the incorporation or the integration (depending on the dominant current thought) of the rural and indigenous population in a contradictory and eclectic modernizing project. It does not neglect the negative consequences of the translation of some progressive ideas. The introduction of Dewey`s ideas are discussed within the context of the various political and educational tendencies inside the Secretary. The last part of the paper is devoted to Rafael Ramírez, a progressive educator, a central protagonist, who served in the Secretary for a long time in spite of political changes and who devoted his life to rural education and its civilizing mission. He wrote about education and we can trace his reading of Dewey.