A case study of place-based education in practice using philosophical perspectives

Abstract The purpose of this paper is to establish clarity of the definitions in the field by analyzing three cases of place-based education through the lens of the following educational philosophies: essentialism, progressivism, and social reconstructionism. The goal of this paper is to create a distinct definition between place-based education and other models to reduce confusion in the literature and strengthen the use of place-based education as it benefits both students and the surrounding community. By clearly defining place-based education from other models, the pedagogy can be implemented and studied using a succinct set of parameters, creating cohesion in the field. Additionally, the strengthening and adoption of a universal definition aids in teacher professional development and education by reducing barriers to entry that result from discipline-specific training.