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Humanistic/Existential Psychologists such as Carl Rogers, Abraham Maslow, and Arthur Combs have strengthened educational humanism as their work has focused on self-actualization and helping students become more "humanized."

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Now, progressivism, along with existentialism, is a primary influence of a movement known as educational humanism. Educational humanism focuses even more on the uniqueness of individual students and the personal meaning in human existence.

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Organized progressivism at the forefront of education ended in the 1950s, but progressive thought continues to influence education.

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The social atmosphere of the school should be cooperative and democratic. Progressives believed that school should be non-competitive and reflect the real world in order to prepare students to live in a free society.

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Classroom activity should focus on problem solving rather than artificial methods of teaching subject matter. This centers experience in the classroom, as that aligns with pragmatist thought.

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The teacher's role is that or advisor, guide, and fellow traveler, rather than that of an authoritarian and classroom director. While the teacher has more experience than their students, learning should be child-centered. The authoritarian classroom is teacher-centered Therefore, teachers should guide rather than rule.

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Pupils are active rather than passive. Children want to learn and will learn if adults do not interfere and frustrate them.

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The process of education finds its genesis and purpose in the child. Children have a natural desire to learn and explore the world around them, so learning should be centered around their interests.

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Not all progressive theorists agreed on everything when it came to education, but they were universally opposed to the following:

1. Authoritarian teachers
2. Heavy reliance on textbooks
3. Passive learning (i.e. memorization)
4. The separation of education from social reality
5. The use of fear or physical punishment as a form of discipline

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Carleton Washburne, William H. Kilpatrick, Harold Rugg, George S. Counts, Boyd H. Bode, and John H. Child developed the different strains of progressive thought. Because of this, progressive education became the dominant theory in American education from the 1920s to the 1950s.

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Rousseau's book, Emile, explored the of children It encouraged the ideas of progressives who did not like excessive adult involvement in student learning.

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The psychoanalytic theory of Freud encouraged progressives to fight for more self-expression among children and for a more open creative learning environment.

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John Dewey incorporated pragmatism into education, and for this reason pragmatism can be seen as an influence on progressive education theory.

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Progressive education was very counter to traditional education in Western Civilization up to that point. Leaders in progressive thought included Jean-Jacques Rousseau Sigmund Freud and John Dewey.

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President Woodrow Wilson and Robert La Follette are two key progressive leaders from this era. Jane Addams serves as an example of the social gospel, as she helped reform social welfare programs in the city.

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Progressivism in education resulted in the reform era of the late nineteenth and early twentieth centuries as the nation adjusted to industrialization.