Overcoming Tough Challenges: An Invitational Theory of Practice for Humanistic Psychology

Purkey, William Watson; Aspy, David N.

doi:10.1177/0022167803043003012

Cited by 13 publications

(15 citation statements)

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“…Thematic analysis revealed that nearly 88% of introductory courses attempt to achieve at least four of the following five learning outcomes: (a) demonstration of knowledge of the history and major theoretical approaches in psychology (typically behavioral, biological, cognitive, positive/humanistic, psychodynamic), (b) application of the major theoretical approaches to everyday life and social issues, (c) demonstration of knowledge of the scientific method including research methods in psychology, (d) demonstration of critical thinking skills including the formulation of questions, weighing of available evidence, drawing logical conclusions, critically evaluating popular media reports of psychological research, and (e) realization of personal development including gaining awareness of feelings, identifying personal and professional values, increasing tolerance of others, and so on. Many of these stated course goals are quite consistent with the educational ideals espoused in classical humanism and much of modern humanistic psychology (see Bridges, 1973; Davidson, 1992; Garrison, 2001; Hanson & Heath, 2001; Marrou, 1956; Purkey & Aspy, 2003). On paper at least, these goals sound quite impressive.…”

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confidence: 64%

Using Socrates to Teach Psychology

Dillon

2013

Journal of Humanistic Psychology

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A cursory reading of most college mission statements can take one’s breath away in their lofty, humanistic sweep. The same is true for many course goals for Introductory Psychology. An analysis of 150 Introductory Psychology syllabi revealed that nearly 88% of courses attempt to achieve at least four of five humanistic outcomes. Students are expected to attain rich theoretical understanding, engage in critical and higher order thinking, change deep-seated attitudes, apply concepts to everyday life, and grow personally. At the end of the semester, however, many psychology instructors wonder about the extent to which these goals have actually been achieved and how much their students have learned, particularly when courses are structured around the “big textbook” and delivered in the traditional lecture format. This article presents a lively and accessible course outline for using Platonic dialogues and the ancient figure of Socrates to teach modern psychology. Socrates is among the world’s most engaging and effective teachers. He is also regarded as one of the founding figures of humanistic psychology who would have had serious problems with the didactic teaching methods and sterile textbooks of today’s college classrooms. The article shows how encountering Socrates and engaging Plato’s dialogues can help professors achieve many of the laudable humanistic goals they have for their students.

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confidence: 64%

Using Socrates to Teach Psychology

Dillon

2013

Journal of Humanistic Psychology

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“…School transformation is regarded as an ongoing process within the IE framework (Purkey & Aspy 2003). IE as an example of a school's PD programme provides 'an overarching framework' for influencing all aspects of schooling: people, places, policies, programmes and processes (Berg, 2008:46).…”

Section: Resultsmentioning

confidence: 99%

“…Given the other four elements (people, places, programmes and policies) intentionality is the key element that provides purpose, direction and meaning in the whole implementation process (Purkey and Aspy, 2003). …”

Section: Photo 10mentioning

confidence: 99%

Using visual ethnography to explore a principal's perceptions of innovations made in a South African primary school

Steyn¹

2013

Africa Education Review

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This study investigates a South African principal's view of implementing invitational education (IE) as an example of a professional development programme (PD) within a particular school setting. Two types of literature inform this study: leadership supportive of school development and the invitational education approach to teaching and learning. The study uses qualitative reflexive photography to explore the following research question: How does the principal perceive the way in which intentionally inviting changes were made in the school under his leadership? The data analysis revealed the following categories: people: focussing on care; places: changing the physical setting; policies: regulating the functions of the school; programmes: developing people through helpful initiatives; and process, that is, organising the context in which schooling takes place. The findings support the fact that the process of IE needs to organise all the other factors in a way that is both democratic and humane. IE requires a commitment to certain goals if changes are to be implemented successfully; this, in turn, implies that a school should develop a culture of collective learning and that learners should be encouraged to care about one another in the school.

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“…Such a view of education, he continued, "would imply that we would do away with teaching" (p. 277). Although many have provided criticisms and revisions to this view of education (e.g., Purkey & Aspy, 2003), Rogers's formulation of humanistic education has been, and remains, quite influential.…”

Section: Standard-centered Versus Student-centered Educationmentioning

confidence: 99%

Irving Babbitt's "New Humanism" and Its Potential Value to Humanistic Psychology.

Dillon¹

2006

The Humanistic Psychologist

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The New Humanism is a cultural and intellectual call to renewal of American culture and academy that is based on classical Eastern and Western sources. This article provides a biographical sketch of Irving Babbitt, the movement's founder, and an introduction to the major ideas behind it. Particular attention is paid to Babbitt's unique anthropology and methodology. It is argued that an acquaintance with the New Humanism, as well as its similarities and differences with humanistic psychology, can be particularly valuable for psychologists working in the humanistic tradition.Between 1900 and 1940, Irving Babbitt and a number of his colleagues in the United States formulated and advanced what they called the "New Humanism," a movement of cultural and intellectual renewal based on Eastern and Western literary-philosophical sources. They hoped that their New Humanism would protect and resuscitate the dignity of being human from various forms of naturalism that threatened to redefine human nature in exclusively physical and biological terms. This article explores the basic elements of Babbitt's New Humanism and its critique of western culture and academy, as well as its similarities, differences, and potential value to humanistic psychology. BACKGROUNDIrving Babbitt was born on August 2, 1865 in Dayton, Ohio to Edwin Dwight Babbitt and Augusta Babbitt. His parents formed an unlikely match. His mother and

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Overcoming Tough Challenges: An Invitational Theory of Practice for Humanistic Psychology

Cited by 13 publications

References 1 publication

Using Socrates to Teach Psychology

Using Socrates to Teach Psychology

Using visual ethnography to explore a principal's perceptions of innovations made in a South African primary school

Irving Babbitt's "New Humanism" and Its Potential Value to Humanistic Psychology.

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