By Maureen Pope, Pamela Denicolo
This ebook is designed to fulfill the desires of academics operating in a number of contexts. It applies the rules of non-public build psychology (PCP) and invitations lecturers to mirror at the implications of those for school room practice.
The ebook starts through supplying a finished evaluation of the philosophies and theories underpinning schooling as a foundation for demonstrating the actual relevance of PCP for academic study and perform. This establishes a conceptual framework for the vast useful assistance which follows on tips to enforce, with sensitivity and rigour, various innovations, from the conventional dependent repertory grid to extra leading edge versatile techniques, inside education.
1 - replacement views on schooling 2 - own build Psychology techniques in schooling three - substitute structures of academic study four - functional concerns within the Use of Repertory Grid concepts five - past the Grid 6 - constructing a suitable weather 7 - The Learner as own Scientist eight - lecturers standpoint nine - Anticipation and Transformation
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Extra info for Transformative Education: Personal Construct Approaches ot Practice and Research
For Kelly a person is ‘a form of motion’ – thus he denies the necessity of ‘carrot and stick’ or ‘impulse-driven’ theories of motivation. People are inevitably and constantly attempting to make sense of their environment. A person’s anticipation of future events, is ‘both the push and pull of the psychology of Personal Constructs’ (Kelly, 1955: 49). Kelly does not deny the impor tance of early experiences or present environmental circumstances, but he suggested that it was more important to know what and how people think about their present situation than to know what their early childhood experiences were or what environmental circumstances they now find themselves in.
The encounter he advocated is similar to that found in the clientcentred, non-directive therapeutic process that Rogers used in his psychotherapy. A main feature of this encounter is the quality of regard one for the other. e. independent of her/his ability, interests, social class etc. Labels should be abandoned. Only within the context of unconditional acceptance may learners feel free to express their best and most creative aspects instead of merely regurgitating imposed knowledge. This type of interpersonal encounter does not necessitate sentimentality or laissez faire attitudes within education, rather it encourages self-directed disci pline with the learners setting limits rather than obeying imposed rules.
This stock of knowledge seems similar to Kelly’s view of a construct system. It is continually changing through the processes of constitution and accom modation in the same way as validation and invalidation lead to elaboration and reorganization in a person’s construct system. Schutz, however, empha sized that the individual’s ‘frame of reference’ is a social product in that confirmation or disconfirmation of it is likely to come from his/her ‘consoci ates’ – those with whom the individual has most social contact – with whom he/she is jointly engaged in reality construction.
Transformative Education: Personal Construct Approaches ot Practice and Research by Maureen Pope, Pamela Denicolo