International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2013, Vol. 9(2) 11-20

Progressive Education in Georgia: Tradition or Reality?

Bella Kopaliani, Delwyn L. Harnisch, Nana Doliashvili, & Timothy C. Guetterman

pp. 11 - 20   |  Manu. Number: ijpe.2013.018

Published online: June 15, 2013  |   Number of Views: 7  |  Number of Download: 190


Despite differences among progressive educators, they share the conviction that democracy means active participation by all citizens in the social, political, and economic decisions of their countries. The aim of this paper is to explore how Georgia is meeting goals and perspectives of progressive education by widely implementing civic education programs in schools and how its schools are developing a civic society. The paper highlights the 2010 inaugural national needs assessment, which studied conditions and attitudes towards civic education. The qualitative and quantitative results revealed the importance of civic education to diverse stakeholders. Civic education develops civic understanding founded on liberal and democratic values and helps students to comprehend their rights and responsibilities for their family, community, and state. Civic education developments in Georgia include adopting the diversity principle, empowering teachers to select and implement educational process, and using modern educational technologies and foreign pedagogical innovations.

Keywords: civic education, educational innovations, Republic of Georgia, democratic society, international development.

How to Cite this Article?

APA 6th edition
Kopaliani, B., Harnisch, D.L., Doliashvili, N. & Guetterman, T.C. (2013). Progressive Education in Georgia: Tradition or Reality? . International Journal of Progressive Education, 9(2), 11-20.

Kopaliani, B., Harnisch, D., Doliashvili, N. and Guetterman, T. (2013). Progressive Education in Georgia: Tradition or Reality? . International Journal of Progressive Education, 9(2), pp. 11-20.

Chicago 16th edition
Kopaliani, Bella, Delwyn L. Harnisch, Nana Doliashvili and Timothy C. Guetterman (2013). "Progressive Education in Georgia: Tradition or Reality? ". International Journal of Progressive Education 9 (2):11-20.

  1. Applied Civic Education and Teachers Training. (2012). Needs assessment report. Tbilisi, Georgia: Author. [Google Scholar]
  2. Bruce, B.C. & Bishop, A. P. (2008). New literacies and community inquiry. In (Eds.), J. Coiro, M. Knobel, C. Lankshear, & D. Leu. Handbook of research on new literacies, New York, NY: Lawrence Earlbaum, 699-742. [Google Scholar]
  3. Bruce, B. C., & Pecore, J. (Eds.) (2013). Progressive education: Antecedents of educating for democracy [Special issue]. International Journal of Progressive Education, 9(1), 10- 13. [Google Scholar]
  4. Caucasus Research Resource Centers. (2008, October 20). Comparing civic participation: Caucasus data 2007 [Web log post]. Retrieved from http://crrc- [Google Scholar]
  5. Chow, J. (2012). Establishing a general framework civic competency for European youth. International Journal of Progressive Education, 8(3), 140-150. [Google Scholar]
  6. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York, NY: Macmillan. [Google Scholar]
  7. Dewey, J. (1977). The relation of theory to practice in education.  In The middle works of John Dewey, 1899-1924. Vol. 3., Essays on the new empiricism, 1903-1906. ed. J. A. Boydston, 249-272. Carbondale: Southern Illinois University Press. (Original work published 1904) [Google Scholar]
  8. Georgian Central Election Commission. (2012). Voter turnout throughout Georgia. Retrieved from [Google Scholar]
  9. Hansen, D.T. (2007). John Dewey on education and the quality of life. In D.T. Hansen (Ed.), Ethical visions of education: Philosophies in practice. New York, NY: Teachers College Press. [Google Scholar]
  10. Kopaliani, B. (2010). Teachers’ manual. Tbilisi, Georgia: Universal Press. [Google Scholar]
  11. Ministry of Education and Science of Georgia. (2004). National goals of education of Georgia. Tbilisi, Georgia: Author. [Google Scholar]
  12. Ministry of Education and Science of Georgia. (2010). Civil activity development program 2010. Tbilisi, Georgia: Author. Retrieved from [Google Scholar]
  13. Ministry of Education and Science of Georgia. (2011a). Educational reform in Georgia, 2004-2010. Tbilisi, Georgia: Author. [Google Scholar]
  14. Ministry of Education and Science of Georgia. (2011b). Education priorities of 2012. Newspaper 24 Hours. Retrieved from [Google Scholar]
  15. Mullis, I., Martin, M., Kennedy, A., & Foy, P. (2007). IEA's progress in international reading literacy study in primary school in 40 countries. Chestnut Hill, MA: TIMSS &  PIRLS International Study Center, Boston College. [Google Scholar]
  16. PH International. (2010). Civics education portal [website]. Retrieved from [Google Scholar]
  17. PH International. (2012a). Initiatives.GE [website]. Retrieved from PH International. (2012b). Civic Initiative [Facebook site]. Retrieved from [Google Scholar]
  18. Putnam, R. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster. [Google Scholar]
  19. Putnam, R. D., Leonardi, R., & Nanetti, R. (1993). Making democracy work: Civic traditions in modern Italy. Princeton, NJ: Princeton University Press. [Google Scholar]
  20. Schwab, J.J. (1978). The "impossible" role of the teacher in progressive education. In Joseph J. Schwab: Science, curriculum, and liberal education, ed. I. Westbury and J.J. Wilkof, 167-183. Chicago: University of Chicago Press. [Google Scholar]
  21. Walker, M. (2011). PISA 2009 plus results: Performance of 15-year-olds in reading, mathematics and science for 10 additional participants. ACER Press: Victoria, Australia. [Google Scholar]