What We Mean When We Describe Ourselves as ''Progressive'

When families explore Fayerweather, do they understand what we mean by progressive education? And within our own community of caregivers, students, alumni, and staff, there can be some confusion about how we perceive, define, and practice our progressive philosophy. Clarifying and defining our work matters, especially now, when forces seek to frame this important educational practice within a political context.  Words such as student-centered, experiential learning, real-world application, critical thinking, inquiry-based, and engaged citizenship are often used to describe progressive education. But they can easily become shorthand unless we are equally clear about how those ideas are lived out in the way we instruct, prioritize relationships, and have high expectations for our learners. 

At its core, progressive education is not just a pedagogy or a set of ideals; it is a belief system about children and the learning process. It begins with the understanding that students arrive at school with knowledge, curiosity, and the capacity to make sense of the world. Teachers are not simply vessels for delivering information, but rather learning partners and facilitators who design experiences that blend rigor with experimentation, ask thoughtful questions, and guide students as they construct their own meaning. Embedded in this approach are explicit lessons and daily practices that teach students how to think critically, question assumptions, explore ideas, experiment, revise, and persist. When learning is active and meaningful, students don’t just absorb content; they become invested in wanting to learn more.

Progressive educators also understand that learning is deeply relational. Emotions, trust, and a sense of belonging are not peripheral to academic rigor; they are essential conditions for students to thrive. Students are more willing to take intellectual risks, challenge ideas, and apply their learning in the real world when they feel known, valued, and safe to be themselves. This is where progressive education can connect directly to an abolitionist and liberatory framework – as it does at Fayerweather -  not as a political stance, but as a pedagogical and moral commitment. In education, abolitionist and liberatory stances prompt us to examine and dismantle practices that diminish students’ humanity, and to intentionally create learning environments that are life-affirming, inclusive, and just. It means designing schools where belonging is not conditional, where discipline is rooted in restoration rather than punishment, and where empathy, accountability, and care are taught and practiced alongside academic skills.

As we move forward, this understanding will continue to shape our conversations about curriculum, teaching practices, student support, and how we present ourselves as a school. Naming the words” libratory” or “abolitionist” as part of our progressive identity invites us to be clear about the kind of learning community we are building and the kind of citizens we hope our students will become: young people who can think critically, act compassionately, and choose to be healing rather than harmful forces in the world. This is not new work for Fayerweather, but it is work we are committed to describing more clearly and engaging with more intentionally in the months ahead.