Being and becoming: A field approach to psychology.

Combs, Arthur W.

doi:10.1080/08873267.1997.9986884

Cited by 19 publications

(32 citation statements)

References 3 publications

(3 reference statements)

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“…Although researchers have been able to identify key characteristics of effective teaching in the face-to-face classroom (e.g., Combs, 1999;Feldman, 1984Feldman, , 1989, the same cannot be said for the identification and assessment of the professional teaching dispositions in the online classroom. While the topic of teacher dispositions is nearly non-existent in online education literature, the notion of instructor presence is prevalent and plays a significant role in understanding successful online learning environments.…”

Section: Professional Teaching Dispositions In Online Educationmentioning

confidence: 99%

Professional Teaching Dispositions of Online Instructors: Why they Matter

Welch

Napoleon

2015

Procedia - Social and Behavioral Sciences

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This paper explores the disconnect between face-to-face and online instructors with respect to professional teaching dispositions and addresses why educators should be as aware of their teaching dispositions. The assumption is often made that good Internet connectivity, high quality equipment, and solid content knowledge are all that is needed for instructors to be effective in the online classroom, yet research has shown that instructors must also possess strong professional teaching dispositions to truly be effective educators. With an ever-increasing number of students enrolled in online courses, institutions need to identify what is effective online teaching and the professional teaching dispositions one needs to be an effective educator in online environments. Professional teaching dispositions are defined as those professional attitudes, values and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities and are guided by beliefs and attitudes related to values such as caring, fairness, and honesty.

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Section: Professional Teaching Dispositions In Online Educationmentioning

confidence: 99%

Professional Teaching Dispositions of Online Instructors: Why they Matter

Welch

Napoleon

2015

Procedia - Social and Behavioral Sciences

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“…(Renee, English) These teachers were aware that a Socratic stance of not knowing requires a non-threatening community in which students feel comfortable to question, to take risks and to make mistakes as they engage in inquiry. Or as Combs (1999) observed, the first step toward the solution of our human problems seems to require a willingness to grant that "how it seems to me may be different, but I too could be wrong". Humility, it would seem, is more than a nice idea; it is essential for effective communication.…”

Section: Humilitymentioning

confidence: 99%

Exemplary teachers: teaching for intellectual freedom

Collinson

2012

Pedagogies: An International Journal

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Intellectual freedom has long been a desirable ideal and a foundational value for supporting democratic governance. Since 1948, it has been a universal human right. Given the unique nature of education in democratic societies, schools serve as a crucible for helping children understand and practise the rudiments of intellectual freedom. Drawing on a diverse sample of exemplary secondary school teachers across the United States (N = 81), this article describes how these teachers help develop intellectual freedom in their classrooms. Using their various disciplines as a vehicle, they primarily utilize collective inquiry to foster communication and encourage values and attitudes conducive to intellectual freedom.

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“…In the development of his theory, he studied quantum physics, astronomy, and biology. He recognized the relevance of scientifically based field theory to the understanding of human behavior (Combs, 1999).…”

Section: Arthur Wright Combs: Perceptual Theorymentioning

confidence: 99%

“…; Combs & Gonzalez, 1994) was originally published in 1971. Being and Becoming: A Field Approach to Psychology (Combs, 1999) provided a synthesis of his theory. The Association for Supervision and Curriculum Development published books related to education, such as On Becoming a School Leader: A Person‐Centered Challenge (Combs, Miser, & Whitaker, 1999).…”

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confidence: 99%

Arthur Wright Combs: A Humanistic Pioneer

Magnuson

2012

J Humanistic Counseling

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Arthur Wright Combs (1912–1999) championed humanistic counseling and education. He proposed a theory that incorporated humanistic values and cognitive factors. This article features a review of his contributions, an overview of his theory, a synthesis of stories about Combs that were acquired during research interviews, and my commentary on his legacy. Art decried treating people as things. He insisted on the right and responsibility of persons to choose their own best ways, using their own best judgments. His supportive presence enabled others to feel respected and encouraged to an extent rarely experienced. His empowering mentorship, commitment to a universally meaningful psychology, and pivotal clarity of thought and expression will be sorely missed. —Richards and Gonzalez (2000, p. 1150)

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Being and becoming: A field approach to psychology.

Abstract: This new volume updates the concept of Field Theory-Dr. Combs' groundbreaking theory of personality-and further expands upon Carl Roger's ideas on client-centered therapy, which have long been a major influence on psychotherapy and personality theories.

Cited by 19 publications

References 3 publications

Professional Teaching Dispositions of Online Instructors: Why they Matter

Professional Teaching Dispositions of Online Instructors: Why they Matter

Exemplary teachers: teaching for intellectual freedom

Arthur Wright Combs: A Humanistic Pioneer

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