In this edition of Progressive Philosophy and Pedagogy: A Blog for Progressive Educators the editors feature a team of Punahou School high school students who are spearheading Kids Voting Hawai‘i. In preparation for the USA’s 2024 General Election, we were interested in learning more about this youth-driven civic education initiative as it exemplifies the power and potential of a 21st Century progressive education.

The following blog post provides a brief summary of Parker Tuttle's final research project for the University of Hawaiʻi at Mānoa (UHM) College of Education (COE) Master of Education in Teaching (MEdT) program. This two-year, field-based program is designed for those pursuing a career in teaching who have earned prior baccalaureate degrees in fields other than education. His project is titled, “Tracing the Loss of Native America: Integrating Geography and Culturally Responsive Teaching into Secondary Social Studies in Hawaiʻi.”

As we approach summer, libraries and schools are publishing reading lists of suggestions for children’s summer reading. All reading lists have their own personalities, curated by the librarians and teachers who create them. What many of them have in common, however, is that many books from the children’s literature “canon” tend to appear over and over again. While the canon exists for a reason–many of these texts are influential, memorable, or enjoyable–I want to take the opportunity to empower teachers, librarians and families to think beyond the canon. 

Progressive education is a living work in progress, a continually changing “mode of associated living” (Dewey, 1916, p. 87) that must be reflected on, evaluated, and sometimes modified to keep up with–and more importantly stay ahead of–the times to achieve its mission of creating “a better future society” (p. 20). Curriculum, within the context of a progressive education, is no different. The subjects, concepts, tasks, planned activities, desired learning outcomes and experiences, and the general agenda to reform society–all of which Schubert (1987) describes as defining characteristics of a progressive education curriculum–must be studied and improved upon over time. Katherine Camp Mayhew and Anna Camp Edwards (1965) said it best when explaining how the pioneering progressive education curriculum was created at John Dewey’s Laboratory School at the University of Chicago: “ideas [in education, schooling, and curriculum], even as ideas, are incomplete and tentative until they are employed in application to objects in action and are thus developed, corrected, and tested” (p. 3). Created using a design and implementation process hinted at in my opening quote from John Dewey–curriculum is somewhat meaningless, until it is experienced by students, reflected on, and made better by members of a school community.

‘Imi ‘Ike in Hawaiian means “to explore, discover,” or “to seek knowledge.” In February 2023, Hanahau‘oli School piloted a week-long initiative that wove enrichment or “‘imi ‘ike” time throughout the students’ schedules. Teachers and staff offered a variety of activities, based on student choices, allowing children of all different ages to learn or explore something together. When asked to reflect on ‘Imi ‘Ike, students shared: “Can we do ‘Imi ‘Ike every week?” “This was the best day ever this school year!” “We got to choose what we wanted most.” “We got to work with other grades and it didn’t have to be our same classmates.” 

The Hanahau‘oli Teacher Collaborative is a two-week institute for educators that focuses on interdisciplinary curriculum design for the purpose of engaging youth in meaningful learning. It is led by progressive educator and former Hanahau‘oli Head of School, Dr. Robert Peters. Held on campus, participants have the opportunity to engage in foundational seminars, learn from practicing teachers, observe interdisciplinary lessons and units in action, experience interdisciplinary strategies and resources, collaborate with other educators, design interdisciplinary units of their own, and receive individual coaching as they implement curriculum and reflect on their practice.