Schools across North America currently may be located on a continuum that extends between the boundaries of fully progressive and fully traditional - or, more precisely, on a continuum that reflects the various components of each model (Kohn, 2008). For many generations, the traditional educational model has been and continues to be widely accepted and practiced (Wile, n.d.). Teachers who practice this approach to teaching are concerned with transmitting a body of factual and cultural knowledge to students. The curriculum traditionally emphasizes the importance of textbooks for acquiring knowledge and the accuracy of the student's understanding of that knowledge, which is objectively tested or measured at the end of the term (Kohn, 2008). Progressive principles have never been the predominant mode of teaching, state systems of common or public education have primarily attempted to achieve cultural uniformity, not diversity, and to educate respectful, non-critical citizens. The term “progressive” arose around 1890 and was further studied and applied by philosopher and educator John Dewey (Gutek, 1991). In the 21st century, progressive educators have pursued ideas and practices that aim to make schools more effective agencies of a democratic society; this implies the participation of all citizens in the social, political and economic decisions that will influence their lives. To achieve this goal, educators encourage free activity, experiential learning, and a student-centered curriculum to cultivate individuality, equality, and diversity (Columbia University, 2013). Although Dewey circulated his ideas in numerous works, lectures, and articles, and went so far as to establish a Laboratory School to test his theories, there was still strong resistance against... middle of paper... In Sociology of Education, Stephen Ball writes that the average middle-class parent prefers the practices investigated in progressive education (Ball, 2000, p.1585), where the child is strongly encouraged to cultivate his or her own individuality (Bruce, 2013, p.7 ). The teaching techniques and approaches currently used through community-based learning, hackschooling, and homeschooling are strongly related to Dewey's foundations outlined in progressive education. Through these deviant techniques students are given the ability to take charge of their work to further motivate them, as Dewey's dualism suggests. Modern teaching techniques do not hinder students; rather, they are fostering individual growth and enriching the student experience through cooperative, democratic inquiry, enabling students to pursue an uncertain future in which they express interest.