now you must define progress ;-)
If by progress, you mean an increase in the quality of life of a society, clearly by your definition of linear, progress can be, but is not necessarily, linear.
For example, some of your discrete independent components could be technology, culture, disposable income, degree of freedom, health, etc. By your definition, progress could remain stable, or even decrease, depending on the level of each of these components. For example, I don't thing anyone would claim that Nazi Germany as progressive, yet their degree of technology for the time was quite high. Also, who decides the relative weights of each?
I think the beginnings of the fallacy of progress (by that I mean the concept that as time goes on, societies, especially in the US, progress, i.e. things are always getting beter) begins in high school history books. Until recently, almost all high school history textbooks gave a melodramatic presentation of history. There is a wonderful book called
Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong by James Loewen that presents 10 or so stories in history, from Columbus to Helen Keller, and compares and contrasts the "popular" history often found in high school textbooks versus the "reality", if you will. Exerpt from introduction:
Textbooks almost never use the present to illuminate the past. They might ask students to learn about gender roles in the present, to prompt thinking about what women did and did not achieve in the suffrage movement or the more recent women's movement. They might ask students to do family budgets for a janitor and a stock broker, to prompt thinking about labor unions and social class in the past or present. They might, but they don't. The present is not a source of information for them. No wonder students find history "irrelevant" to their present lives.
Conversely, textbooks make no real use of the past to illuminate the present. The present seems not to be problematic to them. They portray history as a simple-minded morality play. "Be a good citizen" is the message they extract from the past for the present. "You have a proud heritage. Be all that you can be. After all, look at what the United States has done." While there is nothing wrong with optimism, it does become something of a burden for students of color, children of working class parents, girls who notice an absence of women who made history, or any group that has not already been outstandingly successful. The optimistic textbook approach denies any understanding of failure other than blaming the victim. No wonder children of color are alienated. Even for male children of affluent white families, bland optimism gets pretty boring after eight hundred pages.So I think it all goes back to what is your definition of progress.
http://www.uvm.edu/~jloewen/index.html