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Booker T. Washington and Progressive Education: An Experimentalist Approach to Curriculum Development and Reform

Donald Generals
The Journal of Negro Education
Vol. 69, No. 3 (Summer, 2000), pp. 215-234
DOI: 10.2307/2696233
Stable URL: http://www.jstor.org/stable/2696233
Page Count: 20
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Booker T. Washington and Progressive Education: An Experimentalist Approach to Curriculum Development and Reform
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Abstract

John Dewey orchestrated American pragmatism into an experimentalist philosophy of problem solving using the method of intelligence and scientific inquiry. Many philosophers and educators have been recognized appropriately for their contributions to the experimentalist transformation in education, while others have been massively ignored. One of the foremost activists in the experimentalist transformation was Booker T. Washington. This study finds that Booker T. Washington's educational practices and stated philosophy were fully consistent with the broad movement of progressive education. Specifically, he introduced progressive-experimentalist practices that fostered the method of intelligence and social awareness by uniting scientific, industrial and agricultural education for productive earning and lifelong learning. Further, this study refutes the historical criticisms of Booker T. Washington.

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