By Dr. Amber Strong Makaiau
On July 9, 2021 a diverse panel of thought leaders came together to explore the relevance of progressive philosophy in present times. They were: Theresa Squires Collins of the Progressive Education Network and Saint Paul Academy & Summit School, Dr. Masato Ishida of the University of Hawaii at Manoa Department of Philosophy, Chris McNutt of the Human Restoration Project, and Dr. Manulani Aluli Meyer of the University of Hawaii - West Oahu. The dialogue and inquiry was facilitated by Dr. Amber Strong Makaiau and Dr. Chad Miller of the University of Hawaiʻi at Mānoa Uehiro Academy for Philosophy and Ethics in Education, and the University of Hawaiʻi at Mānoa College of Education Progressive Philosophy Pedagogy MEd Interdisciplinary Education, Curriculum Studies Program. The audience consisted of educators, philosophers, and community members from across the globe including, the continental USA, China, Japan, Germany, and Hawai‘i. Members of the UHM Progressive Philosophy and Pedagogy program and the annual philosophy for children Hawai‘i Summer Symposium were also in attendance.
Located at the intersecting projects of philosophy, education, and democracy--progressive philosophy is an emergent term born out of the late 19th Century progressive education movement and the ongoing progressive impulse in education, which aims to “develop self-actualizing individuals who can take charge of their own lives and participate fully in the creation of a greater public good” (Bruce & Eryman, 2015, p. 1). This dialogue and inquiry was particularly timely as we work collectively to make our way through the COVID-19 pandemic recovery period. It created space for the group to wonder together, how might a progressive philosophy support individuals, schools, and society at-large in creating lasting positive change?
So many important ideas and themes emerged out of the two hour conversation. Here are some of the highlights from the transcript of the chat recorded at the event:
Right off the bat, Dr. Ishida provided insight into what he saw as some of the biggest challenges in today’s world, and how progressive philosophy might function amidst the rapid changes we are experiencing: “It’s easy to splash the water...intellectual dishonesty, disinformation, and the cost of self-contradiction.”
Dr. Meyer proposed that a progressive philosophy might help our evolution in the current movement by giving us the tools to "ask the RIGHT questions.” The group spent quite some time thinking about whether or not there is such a thing as a RIGHT question, and Dr. Meyer shared: “Asking the RIGHT question is an Indigenous epistemological idea. In the 1980ʻs when the question was: ‘Why are Hawaiians scoring poorly in Standardized tests, as compared to their Mainland counterparts?’-- thatʻs the ʻwrong questionʻ and I had to pursue some hard dead-ends. A better question: ‘What does Standardized Testing have to do with intelligence?’ is a WAY better question.”
Ms. Collins challenged the group to unpack the words “progressive” and “philosophy.” What are the social, historical, and cultural implications of these words? What is the relationship between these words and power and privilege? This sparked the group in thinking how we might reframe our understanding of what is meant by progressive philosophy. Dr. Meyer offered: “Hoʻolohe-listening or hoʻolono-hearing, which is deeper? Nānā-looking or ʻike-seeing. ʻIke means knowledge (to see, to know, to be given revelations from the gods). It also infers consciousness. Seeing something! Is this not the quality of ʻasking the right question?ʻ This reflects ʻlayers of experience and exploringʻ and understanding the present context. Philosophia! Letʻs return to loving Sophia, shall we? Letʻs just admit it: Philosophy is super boring!" Mrs. Collins added: "The way we teach something matters." Susannah Johnson, an audience member, wrote in the chat: “Isn’t all true philosophy progressive as it’s about thinking about thinking and generation and consideration of ideas? Yes, Theresa, we can easily make it fun and accessible!” Dr. Meyer summarized: “We can sooooo make philosophy fun, understandable, functional, relevant!”
Both in the middle and at the end of the program, Dr. Miller shared his notes with the group about a definition of progressive philosophy that he observed emerging out of the dialogue and inquiry: “My best attempt to catch what emerged today to help define what progressive philosophy might be:
Love of land
Service to people
Listening to understand
Discerning truth from lies
Asking the right questions
Waiting
Values relationships and functionality
Time to reflect on experience
Awareness of ongoing traditions
Willingness to vulnerable
Radical collaboration
Collective transformation through individual excellence
Aloha”
With this working definition in mind, the group closed their dialogue with an inquiry into the critical importance of creating progressive philosophical communities of action. The term “radical collaboration” was introduced as a framework for thinking about how we might all work together to transform the new thinking that emerges from a progressive philosophy into collective action. Dr. Meyer added: “Collective transformation through individual excellence--ʻauamo kuleana can also mean: ‘Individual transformation through collective excellence.’ Thatʻs holistic epistemology!” Mr. McNutt then offered examples from his current efforts at the Human Restoration Project to offer opportunities in today’s world, which would benefit from the radical collaboration of progressive educators. This included the tremendous work the Human Restoration Project is doing to confront the false narrative of “learning loss” that is currently being manufactured by the testing industry (read more here). It also included the chance for progressive educators to speak out and take action regarding the true impact of standardized testing. He asked, “How can we push back in a year where we've shown students are successful regardless of taking the test?” As he states on the Human Restoration Project website: “We want school systems toward recognizing the innate worth of every individual and their contribution to the community, where every individual is treated with respect and social justice is advocated for.”
At the end of the dialogue and inquiry, many members of the group expressed progress in their thinking. New connections were made, perspectives broadened, additional questions surfaced, we were all a bit more confused, and possible answers emerged. One particular point of clarity came about in relation to the overarching question, “What do we mean by progressive philosophy and pedagogy?” We came to see that if philosophy is about love of wisdom, perhaps progressive philosophy is about reclaiming a more humanistic approach to philosophical inquiry, education, and schooling--an approach grounded in deep relationships and love for ourselves, one another, and the natural world.
Aimed at building our collective capacity for creating a better future society for today’s children--this event was a collaboration between the Hanahau’oli School Professional Development Center, University of Hawaiʻi at Mānoa Uehiro Academy for Philosophy and Ethics in Education, and the University of Hawaiʻi at Mānoa College of Education Progressive Philosophy Pedagogy MEd Interdisciplinary Education, Curriculum Studies Program.
ABOUT THE AUTHOR:
Dr. Amber Strong Makaiau is a Specialist at the University of Hawaiʻi at Mānoa, Director of Curriculum and Research at the Uehiro Academy for Philosophy and Ethics in Education, Director of the Hanahau’oli School Professional Development Center, and Co-Director of the Progressive Philosophy and Pedagogy MEd Interdisciplinary Education, Curriculum Studies program. A former Hawai‘i State Department of Education high school social studies teacher, her work in education is focused around promoting a more just and equitable democracy for today’s children. Dr. Makaiau lives in Honolulu where she enjoys spending time in the ocean with her husband and two children.
