Search results for 'Progressive education History' (try it on Scholar)

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  1. William Hayes (2006). The Progressive Education Movement: Is It Still a Factor in Today's Schools? Rowman & Littlefield Education.
    The rise of progressive education -- John Dewey -- Other pioneers in the progressive education movement -- The progressive education movement during the first half of the twentieth century -- The fifties -- The sixties and seventies -- A nation at risk (1983) -- The eighties and nineties -- No child left behind -- Maria Montessori -- Teacher education programs -- Middle schools -- Choice -- Education of the gifted and talented -- (...)
     
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  2.  50
    Norman Dale Norris (2004). The Promise and Failure of Progressive Education. Scarecroweducation.
    What is progressive education? -- Origins of progressive education -- Progressive education in action: what really happens -- Broken promises: why progressive education has failed to deliver -- Making progressive education work: perspectives, conclusions, and recommendations.
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  3. John Howlett (2016). Edmond Holmes and Progressive Education. Routledge.
    Although considered a figure of great importance and influence by his contemporaries, Edmond Holmes has been consigned to relative obscurity in the progressive educational tradition. This book reinstates Holmes as a key figure in the history of progressive education, both as a School Inspector and educational thinker, who was instrumental in forming a set of ideas and principles which continue to resonate in education today. Working as Chief Inspector, Holmes scorned mechanical obedience in the classroom (...)
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  4.  1
    Katharine D. Kennedy (1994). The Politics of Progressive Education: The Odenwaldschule in Nazi Germany. History of European Ideas 18 (4):591-593.
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    Michael R. Matthews (2014). Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education. In International Handbook of Research in History, Philosophy and Science Teaching. Springer 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across (...)
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  6.  70
    Immanuel Kant (2007). Anthropology, History, and Education. Cambridge University Press.
    Anthropology, History, and Education contains all of Kant's major writings on human nature. Some of these works, which were published over a thirty-nine year period between 1764 and 1803, have never before been translated into English. Kant's question 'What is the human being?' is approached indirectly in his famous works on metaphysics, epistemology, moral and legal philosophy, aesthetics and the philosophy of religion, but it is approached directly in his extensive but less well-known writings on physical and cultural (...)
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  7.  3
    Roberto de Andrade Martins, Cibelle Celestino Silva & Maria Elice Brzezinski Prestes (2014). History and Philosophy of Science in Science Education, in Brazil. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 2271-2299.
    This paper addresses the context of emergence, development, and current status of the use of history and philosophy of science in science education in Brazil. After a short overview of the three areas (history of science, philosophy of science, and science education) in Brazil, the paper focuses on the application of this approach to teaching physics, chemistry, and biology at the secondary school level. The first Brazilian researches along this line appeared more consistently in the decade (...)
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  8. Kaya Yilmaz (2010). Postmodernism and its Challenge to the Discipline of History: Implications for History Education. Educational Philosophy and Theory 42 (7):779-795.
    There is a confusion over and inchoate understanding of how the past is made understandable through postmodernist historical orientation. The purpose of the article is to outline the characteristic features of the postmodernist movement in social sciences, to explain its confrontation with history, to document its critique of the conventional practice of history, and to discuss its implications for history education. The postmodernist challenge to the foundations of the discipline of history is elucidated with an (...)
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  9.  8
    Marc Depaepe (2007). Philosophy and History of Education: Time to Bridge the Gap? Educational Philosophy and Theory 39 (1):28–43.
    In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems as though more affiliation has been sought with the (...)
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  10. Robert A. Mechikoff (2006). A History and Philosophy of Sport and Physical Education: From Ancient Civilizations to the Modern World. Mcgraw-Hill.
    This engaging and informative text will hold the attention of students and scholars as they take a journey through time to understand the role that history and philosophy have played in shaping the course of sport and physical education in Western and selected non-Western civilizations. Using appropriate theoretical and interpretive frameworks, students will investigate topics such as the historical relationship between mind and body; what philosophers and intellectuals have said about the body as a source of knowledge; educational (...)
     
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  11.  5
    Manuel Ferraz Lorenzo (2007). Revisiting the Local or Regional History of Education: A Particular Vision From Spain. Educational Philosophy and Theory 39 (1):84–104.
    The main goal of this work is to place the Regional History of Education into the broader context of general history and to create a theoretical structure that includes its main approaches and characteristics while avoiding the frequent confusions and oversights with which it is often associated. Our outline of regional history alludes to its conceptual foundations, defines the object of its analysis and also identifies the convergence of factors that shape this area of study, such (...)
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  12.  3
    Raffaele Pisano (2016). The Algebra Between History and Education. [REVIEW] Metascience:1-5.
    ‘‘What Is Algebra?-Why This Book?’’ This is the amazing prelude to Taming the Unknown by Victor J. Katz, emeritus professor of mathematics at the University of the District of Columbia and Karen Hunger Parshall, professor of history of mathematics at the University of Virginia. This is an excellent book; its accurate historical and pedagogical purpose offers an accessible read for historians and mathematicians. [continue...].
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  13.  16
    Rita Cascle (2004). The Educational Theorists, the Teachers, and Their History of Education. Studies in Philosophy and Education 23 (5-6):393-408.
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  14.  1
    Daniel Tröhler (2004). The Establishment Of The Standard History Ofphilosophy of Education and Suppressed Traditions of Education. Studies in Philosophy and Education 23 (5-6):367-391.
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  15.  10
    Cathy Nutbrown (2008). Early Childhood Education: History, Philosophy, Experience. Sage.
    With increasing development in the field of early childhood education and care, and new interest in alternative approaches to early years provision internationally, there is an urgent need for a book which explores and explains historical roots of practices and philosophical ideas which have underpinned the development of those practices in the field. This book traces historical ideas and their pioneers. It provides brief biographies and critical insights into their work as individuals and compares their principles and practices to (...)
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  16. Philip L. Smith (1980). Sources of Progressive Thought in American Education. Monograph Collection (Matt - Pseudo).
     
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  17. Lourenco C. Torcato (1970). Education, its History and Philosophy. Research Institute of Education & Philosophy & Religion.
     
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  18.  13
    Jürgen Oelkers (2004). Nohl, Durkheim, and Mead: Three Different Types of “History of Education”. Studies in Philosophy and Education 23 (5-6):347-366.
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  19.  37
    David Kirk (2001). Schooling Bodies Through Physical Education: Insights From Social Epistemology and Curriculum History. Studies in Philosophy and Education 20 (6):475-487.
    Using mainly historical material fromAustralia, the paper seeks to understand earlyforms of school physical training, sport andmedical inspection as specialised means ofschooling bodies. The study adopts a socialepistemological perspective in seeking tounderstand the meaning-in-use of notions suchas physical training. It explores the socialconsequences of the practices carried out inthe name of physical training, particularly inrelation to shifts in the social regulation ofbodies over time from a mass, externalised, andcentralised form to a relatively moreindividualised, internalised and diffuse form.This focus on the (...)
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  20.  4
    Marc Depaepe (2004). How Should the History of Education Be Written? Some Reflections About the Nature of the Discipline From the Perspective of Thereception of Our Work. Studies in Philosophy and Education 23 (5-6):333-345.
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  21.  5
    Paula Viterbo (2007). History of Science as Interdisciplinary Education in American Colleges: Its Origins, Advantages, and Pitfalls. Journal of Research Practice 3 (2):Article M16.
    Before 1950, history of science did not exist as an independent academic branch, but was instead pursued by practitioners across various humanities and scientific disciplines. After professionalization, traces of its prehistory as a cross-disciplinary area of interest bound to an interdisciplinary, educational philosophy have remained. This essay outlines the development of history of science as an interdisciplinary academic field, and argues that it constitutes an obvious choice for inclusion in an interdisciplinary academic program, provided faculty and administrators learn (...)
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  22.  19
    Bruno Vanobbergen & Paul Smeyers (2007). On Cioran's Criticism of Utopian Thinking and the History of Education. Educational Philosophy and Theory 39 (1):44–55.
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  23.  2
    Natalie K. Camper (2010). Testing, Guidance and Curriculum: The Impact of Progressive Education in Waltham, Massachusetts, 1918-1968. Educational Studies 9 (2):159-171.
    (1978). Testing, Guidance and Curriculum: The Impact of Progressive Education in Waltham, Massachusetts, 1918-1968. Educational Studies: Vol. 9, No. 2, pp. 159-171.
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  24. Sheldon Rothblatt (ed.) (2012). Clark Kerr's World of Higher Education Reaches the 21st Century: Chapters in a Special History. Springer.
     
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  25. History of Education Society (2007). Local Studies and the History of Education. Routledge.
    Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.
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  26. Catherine Kendig (2013). Integrating History and Philosophy of the Life Sciences in Practice to Enhance Science Education: Swammerdam's Historia Insectorum Generalis and the Case of the Water Flea. Science and Education 22 (8):1939-1961.
    Hasok Chang (Science & Education 20:317–341, 2011) shows how the recovery of past experimental knowledge, the physical replication of historical experiments, and the extension of recovered knowledge can increase scientific understanding. These activities can also play an important role in both science and history and philosophy of science education. In this paper I describe the implementation of an integrated learning project that I initiated, organized, and structured to complement a course in history and philosophy of the (...)
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  27.  5
    Sundar Sarukkai (2014). Indian Experiences with Science: Considerations for History, Philosophy, and Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 1691-1719.
    This chapter explores how perspectives on science drawn from Indian experiences can contribute to the interface between history and philosophy of science (HPS) and science education (SE). HPS is encoded in science texts in the various presuppositions that underlie both the content and the way the content is presented. Thus, a deeper engagement with contemporary work in HPS will be of great significance to science teaching. By drawing on the notion of multicultural origins of science as well as (...)
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  28.  3
    Dorota Sepczyńska (2013). Libertarianizm. Mało znane dzieje pojęcia zakończone próbą definicji. Instytut Filozofii Uniwersytet Warmińsko-Mazurski W Olsztynie.
    Książka stanowi syntetyczną próbę spojrzenia na libertarianizm. Porządkując sposoby rozumienia i opisywania libertarianizmu podejmuje dyskusje z tezami utożsamiającymi libertarianizm z doktryną prokapitalistyczną czy prosocjalistyczną, identyfikującymi go z anarchizmem. Wykazuje jego obecność również w metafizyce, naturyzmie, postępowej edukacji i teorii wolnej miłości, liberalizmie, socjalizmie, marksizmie i feminizmie. Prezentacja historii użycia pojęć „libertarianin”, „libertarianizm” i im podobnych od XVIII wieku do XX wieku (w Anglii, Stanach Zjednoczonych, Francji, Rosji, Włoszech, Hiszpanii), koncentruje się przede wszystkim na aspekcie myśli, ale także odwołuje się do (...)
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  29.  24
    Michael S. Merry (2009). Patriotism, History and the Legitimate Aims of American Education. Educational Philosophy and Theory 41 (4):378-398.
    This article argues that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills ; and developing the capacity for economic self‐reliance. The author argues that loyal patriotism may result in a myopic understanding of history, an (...)
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  30. Harold Bernard Alberty (ed.) (1940). Progressive Education: Its Philosophy and Challenge. [New York.
     
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  31. James M. Giarelli (2016). Maxine Greene on Progressive Education: Toward a Public Philosophy of Education. Education and Culture 32 (1):5-14.
    I have been reading and teaching Maxine Greene’s work for many years. I began teaching philosophy and education classes forty years ago as a doctoral student and have used a Maxine Greene text in every one. I’ve used The Public School and the Private Vision, Teacher as Stranger, Landscapes of Learning, Dialectic of Freedom, Releasing the Imagination, Variations on a Blue Guitar, and many other chapters, articles, and essays.1 I’ve had several opportunities to write about her work, her standing (...)
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  32. Don E. Glines (1995). Year-Round Education: History, Philosophy, Future. Mcnaughton & Gunn.
     
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  33. Uday Shanker (1978). Progressive Education. Indian Publcations.
     
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  34. John White (2009). Why General Education? Peters, Hirst and History. Journal of Philosophy of Education 43 (1):123-141.
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical (...)
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  35.  26
    Gary Clemitshaw (2008). Citizenship Without History? Knowledge, Skills and Values in Citizenship Education. Ethics and Education 3 (2):135-147.
    In this article I consider whether there is a process of repression occurring in definitions of citizenship and frameworks of citizenship education, which involves a forgetting of history. By focusing on recently troubled countries I identify how the force of history comes to play, and from that I consider how, in relatively stable liberal democracies such as England, the repression of history is more complete. I suggest that this repression leads to an impoverished definition of citizenship (...)
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  36.  22
    Jon A. Levisohn (2010). Negotiating Historical Narratives: An Epistemology of History for History Education. Journal of Philosophy of Education 44 (1):1-21.
    Historians typically tell stories about the past, but how are we to understand the epistemic status of those narratives? This problem is particularly pressing for history education, which seeks guidance not only on the question of which narrative to teach but also more fundamentally on the question of the goals of instruction in history. This article explores the nature of historical narrative, first, by engaging with the seminal work of Hayden White, and second, by developing the critique (...)
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  37.  4
    Mary Brabeck, Maureen Kenny, Sonia Stryker, Terry Tollefson & Margot Sternstrom (1994). Human Rights Education Through the 'Facing History and Ourselves' Program. Journal of Moral Education 23 (3):333-347.
    Abstract This study examined the effects of the Facing History and Ourselves (FHAO) human rights program on moral development and psychological functioning. The FHAO curriculum significantly increased 8th grade students? moral reasoning (Rest's 1979 Defining Issues Test) without adversely impacting on their psychological well?being (scores on depression, hopelessness or self?worth inventories). Girls were more empathic and had higher levels of social interest; boys had higher global self?worth scores; there were no differences between boys and girls in their moral reasoning (...)
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  38.  22
    Thomas D. Fallace (2010). John Dewey on History Education and the Historical Method. Education and Culture 26 (2):20-35.
    Recent theory and research in historical education has focused attention on the structures, processes, and cognitive acts of professional historians. Proponents of historical thinking argue that authentic teaching in history should move beyond the mere memorization of facts and instead engage students directly in the interpretation of primary sources and the construction of original historical accounts. These scholars argue that by "doing history" through open-ended inquiry, students will discover the contingent nature of historical accounts, which is a (...)
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  39.  13
    Abraham Magendzo Kolstrein (2011). Why Are We Involved in Human Rights and Moral Education? Educators as Constructors of Our Own History. Journal of Moral Education 40 (3):289-297.
    My professional interest originally focused on curriculum planning and development, but for the last 30 years I have been researching, publishing and teaching in the field of human rights education. Suddenly, I became a human rights educator. Suddenly? No, nothing in our personal and professional life is the result of an abrupt occurrence. We are subjects of a particular history, a succession of events and narratives, located in time, space and circumstances. I constructed myself, consciously or unconsciously, as (...)
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  40.  5
    Annette Patterson (2013). The Legacy of Ian Hunter's Work on Literature Education and the History of Reading Practices: Some Preliminary Remarks. History of European Ideas 40 (1):1-7.
    Summary Ian Hunter's early work on the history of literature education and the emergence of English as school subject issued a bold challenge to traditional accounts that have in the main focused on English either as knowledge of a particular field or as ideology. The alternative proposal put forward by Hunter and supported by detailed historical analysis is that English exists as a series of historically contingent techniques and practices for shaping the self-managing capacities of children. The challenge (...)
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  41.  7
    Klas Roth (2012). Education and a Progressive Orientation Towards a Cosmopolitan Society. Ethics and Education 7 (1):59 - 73.
    Robin Barrow claims in his ?Moral education's modest agenda? that ?the task of moral education is to develop understanding, at the lowest level, of the expectations of society and, at the highest level, of the nature of morality???[that is, that moral education] should go on to develop understanding, not of a particular social code, but of the nature of morality ? of the principles that provide the framework within which practical decisions have to be made? [Barrow, R. (...)
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  42.  6
    Clive Jones (1976). The Contribution of History and Literature to Moral Education. Journal of Moral Education 5 (2):127-138.
    Abstract: Certain philosophically inadequate or unclear claims have been made for a connection between moral education and history or literature. These claims have some substance in various rather trite ways to do with factual data, examples of moral codes and situations, and the pursuit of truth, though moral criteria cannot be reduced to historical or literary criteria. However, it is argued that there is a central connection, concerned with the technique of sympathetic imagination, called Verstehen, which is used (...)
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  43.  8
    Richard Barnett (2006). Education or Degeneration: E. Ray Lankester, H. G. Wells and The Outline of History. Studies in History and Philosophy of Science Part C 37 (2):203-229.
    This paper uses the friendship and collaboration of Edwin Ray Lankester , zoologist, and Herbert George Wells , novelist and journalist, to challenge the current interpretation of late Victorian concern over degeneration as essentially an intellectual movement with little influence in contemporary debates over social and political problems. Degeneration theory provided for Lankester and Wells the basis both for a personal bond and for an active programme of social and educational reform. I trace the construction of Lankester’s account of degeneration, (...)
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  44. History of Education Society (2007). The History of Education in Europe. Routledge.
    There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.
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  45.  26
    John L. Rudolph (2011). Science Education: History at the Edge. Studies in History and Philosophy of Science Part C 42 (2):270-273.
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  46.  4
    H. U. Jun (2011). A" Physical" Research Approach to Fine Arts Education History: On Diana Korzenik's Fine Arts Education Practice. Journal of Aesthetic Education 2:010.
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  47.  1
    Rose A. Rutnitski (2012). Leta Stetter Hollingworth and the Speyer School, 1935-1940: Historical Roots of the Contradictions in Progressive Education for Gifted Children. [REVIEW] Education and Culture 13 (1):2.
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  48. Jere T. Humphreys (forthcoming). The Content of Music Education History? It's a Philosophical Question, Really. Philosophy of Music Education Review.
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  49. John L. Rudolph (2011). Science Education: History at the Edge. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 42 (2):270-273.
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  50. Ellis Washington (2015). The Progressive Revolution: History of Liberal Fascism Through the Ages, Vol. Iii: 2010–11 Writings. Upa.
    The Progressive Revolution Volume III continues the historical and literary series systematically chronicling both the historical significance and political deconstruction that the Progressive Revolution or the Progressive Age has perpetrated against Western Civilization and American society even to this day.
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