The progressive credentials of Patrick Henry Pearse: a response to David Limond
Abstract
This article suggests that Patrick Pearse’s thought and work was rooted in the child‐centred movement of the late nineteenth‐century, was informed by the tenets of progressivism and predated the work of later influential educational thinkers. It is further argued that Pearse developed a unique conceptualisation of schooling as a radical form of political and cultural dissent in pre‐1916 Ireland. Aspects of Pearse’s thought that are evidently problematic are highlighted and the article suggests that discussions of his work might benefit from moving to these more substantial and germane areas.
Keywords
Citation
Walsh, B. (2006), "The progressive credentials of Patrick Henry Pearse: a response to David Limond", History of Education Review, Vol. 35 No. 2, pp. 32-44. https://doi.org/10.1108/08198691200600009
Publisher
:Emerald Group Publishing Limited
Copyright © 2006, Emerald Group Publishing Limited