Progressive Education
Progressive educational thought stems from the work of John Dewey, and has as the central tenet the education of engaged citizens for a democratic society. Progressive schools value a diversity of thought and culture, as well as a commitment to equity and justice. At Putney we have a program which fosters personal initiative and adaptability, engaging all parts of a student’s development, not just the academic part. The culture embodies respect for the individual and the rewards of participation in a community. We aim, as Mrs. Hinton said, ‘to make school life a more real, less sheltered, less self-centered venture,’ to make the arts part of everyday life, and to teach stewardship of the land both by the way we live and in a curriculum designed for that purpose. We regard the curriculum as everything we do here, and therefore eschew the word ‘extra-curricular’. The four pillars of the school, vigorous academics, the work program, the arts, and physical activity, all combine and intertwine to create students who understand what it takes to get things done. One of the hallmarks of Putney is our transparency to our students and our willingness to engage them in the running of the school. We allow and often require our students to struggle with the real dilemmas of crafting a community in which rights and responsibilities balance. Much of a student’s life at Putney is experiential education, and they enjoy both independence and responsibility. Progressive does not mean permissive Putney is informal, but not lax. Because our academic program is balanced with physical work, play, and arts for everyone, our days are very busy. Students are encouraged to think for themselves, but respect is one of the key values of the community. Our students are known as individuals and are constantly interacting with adults, with whom they become very comfortable. The realities of working the land, caring for animals and contributing to the well-being of a larger community all lead to natural self-discipline, and an ability to be constructively self-reflective. |
