Perceiving, behaving, becoming: lessons learned
Gespeichert in:
| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Alexandria, Va.
Association for Supervision and Curriculum Development
©1999
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Includes bibliographical references In 1962, ASCD's Perceiving, Behaving, Becoming: A New Focus for Education provided bold insights on the psychological foundation of education. Some of the most compelling questions in education today were first asked in this groundbreaking work, which included chapters by preeminent scholars Arthur Combs, Earl Kelley, Abraham Maslow, and Carl Rogers. Although we cannot predict what current information future generations will need to know, the book's Introduction states, creating schools that encourage the "development of persons with adequate, fully functioning personalities is the best way to contribute some degree of stability to an uncertain future." Decades later, in preparing Perceiving, Behaving, Becoming: Lessons Learned, editor H. Jerome Freiberg invited distinguished scholars in the field of affective/humanistic education and psychology to review these four chapters from the 1962 book to "provide a context for lessons learned for future generations of educators." Each author in Lessons Learned works with teachers, administrators, and schools and offers a distinct perspective on the human side of teaching and learning. Their analyses raise significant issues, such as whether an emphasis on academic standards ignores the education of the "whole" student, and what schools that are committed to an environment of trust and respect look like. Lessons Learned promises to further the cause of education that focuses on the person. By understanding the evolution of our educational past, says Freiberg, perhaps we can shape a future that will better meet the needs of generations that come after us The fully functioning self - Earl C. Kelley -- - The missing context in "The fully functioning self" : race and class - Norman A. Newberg -- - Educating competent and confident individuals - Mary R. Sudzina -- - Toward becoming a fully functioning person - Carl R. Rogers -- - Carl Rogers : his enduring message - H. Jerome Freiberg -- - Austin High School for teaching professions and the "fully functioning person" - Dottie Bonner -- - Quest High School's mission and the "fully functioning person" - Lawrence Kohn -- - The high school counselor and the "fully functioning person" - Carolyn A. Jackson -- - Some basic propositions of a growth and self-actualization psychology - A.H. Maslow -- - A look at Maslow's "Basic propositions" - Alfie Kohn -- - Maslow and a place called school - Christopher Day and Dolf van Veen -- - A perceptual view of the adequate personality - Arthur W. Combs -- - What does recent research say about the "truly adequate person"? - Hermine H. Marshall -- - What role does perceptual psychology play in educational reform today? - Barbara L. McCombs |
| Beschreibung: | 1 Online-Ressource (xv, 162 pages) |
| ISBN: | 087120553X 1280928328 1416604189 9780871205537 9781280928321 9781416604181 |
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| id | DE-604.BV043087558 |
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| indexdate | 2024-07-10T07:17:02Z |
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| spelling | Perceiving, behaving, becoming lessons learned edited by H. Jerome Freiberg Alexandria, Va. Association for Supervision and Curriculum Development ©1999 1 Online-Ressource (xv, 162 pages) txt rdacontent c rdamedia cr rdacarrier Includes bibliographical references In 1962, ASCD's Perceiving, Behaving, Becoming: A New Focus for Education provided bold insights on the psychological foundation of education. Some of the most compelling questions in education today were first asked in this groundbreaking work, which included chapters by preeminent scholars Arthur Combs, Earl Kelley, Abraham Maslow, and Carl Rogers. Although we cannot predict what current information future generations will need to know, the book's Introduction states, creating schools that encourage the "development of persons with adequate, fully functioning personalities is the best way to contribute some degree of stability to an uncertain future." Decades later, in preparing Perceiving, Behaving, Becoming: Lessons Learned, editor H. Jerome Freiberg invited distinguished scholars in the field of affective/humanistic education and psychology to review these four chapters from the 1962 book to "provide a context for lessons learned for future generations of educators." Each author in Lessons Learned works with teachers, administrators, and schools and offers a distinct perspective on the human side of teaching and learning. Their analyses raise significant issues, such as whether an emphasis on academic standards ignores the education of the "whole" student, and what schools that are committed to an environment of trust and respect look like. Lessons Learned promises to further the cause of education that focuses on the person. By understanding the evolution of our educational past, says Freiberg, perhaps we can shape a future that will better meet the needs of generations that come after us The fully functioning self - Earl C. Kelley -- - The missing context in "The fully functioning self" : race and class - Norman A. Newberg -- - Educating competent and confident individuals - Mary R. Sudzina -- - Toward becoming a fully functioning person - Carl R. Rogers -- - Carl Rogers : his enduring message - H. Jerome Freiberg -- - Austin High School for teaching professions and the "fully functioning person" - Dottie Bonner -- - Quest High School's mission and the "fully functioning person" - Lawrence Kohn -- - The high school counselor and the "fully functioning person" - Carolyn A. Jackson -- - Some basic propositions of a growth and self-actualization psychology - A.H. Maslow -- - A look at Maslow's "Basic propositions" - Alfie Kohn -- - Maslow and a place called school - Christopher Day and Dolf van Veen -- - A perceptual view of the adequate personality - Arthur W. Combs -- - What does recent research say about the "truly adequate person"? - Hermine H. Marshall -- - What role does perceptual psychology play in educational reform today? - Barbara L. McCombs Yearbook (Association for Supervision and Curriculum Development) Projet éducatif / États-Unis Psychopédagogie Éducation affective / États-Unis Éducation humaniste / États-Unis EDUCATION / Educational Psychology bisacsh Yearbook (Association for Supervision and Curriculum Development) fast Affective education fast Education / Aims and objectives fast Education, Humanistic fast Educational psychology fast Erziehungsziel swd Persönlichkeitsentwicklung swd Erziehung Education Aims and objectives United States Educational psychology Affective education United States Education, Humanistic United States Erziehungsziel (DE-588)4070957-7 gnd rswk-swf Persönlichkeitsentwicklung (DE-588)4075995-7 gnd rswk-swf USA Persönlichkeitsentwicklung (DE-588)4075995-7 s Erziehungsziel (DE-588)4070957-7 s 1\p DE-604 Freiberg, H. Jerome Sonstige oth Erscheint auch als Druck-Ausgabe, Paperback 0-87120-341-3 Erscheint auch als Druck-Ausgabe, Paperback 978-0-87120-341-0 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=49863 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Perceiving, behaving, becoming lessons learned Yearbook (Association for Supervision and Curriculum Development) Projet éducatif / États-Unis Psychopédagogie Éducation affective / États-Unis Éducation humaniste / États-Unis EDUCATION / Educational Psychology bisacsh Yearbook (Association for Supervision and Curriculum Development) fast Affective education fast Education / Aims and objectives fast Education, Humanistic fast Educational psychology fast Erziehungsziel swd Persönlichkeitsentwicklung swd Erziehung Education Aims and objectives United States Educational psychology Affective education United States Education, Humanistic United States Erziehungsziel (DE-588)4070957-7 gnd Persönlichkeitsentwicklung (DE-588)4075995-7 gnd |
| subject_GND | (DE-588)4070957-7 (DE-588)4075995-7 |
| title | Perceiving, behaving, becoming lessons learned |
| title_auth | Perceiving, behaving, becoming lessons learned |
| title_exact_search | Perceiving, behaving, becoming lessons learned |
| title_full | Perceiving, behaving, becoming lessons learned edited by H. Jerome Freiberg |
| title_fullStr | Perceiving, behaving, becoming lessons learned edited by H. Jerome Freiberg |
| title_full_unstemmed | Perceiving, behaving, becoming lessons learned edited by H. Jerome Freiberg |
| title_short | Perceiving, behaving, becoming |
| title_sort | perceiving behaving becoming lessons learned |
| title_sub | lessons learned |
| topic | Yearbook (Association for Supervision and Curriculum Development) Projet éducatif / États-Unis Psychopédagogie Éducation affective / États-Unis Éducation humaniste / États-Unis EDUCATION / Educational Psychology bisacsh Yearbook (Association for Supervision and Curriculum Development) fast Affective education fast Education / Aims and objectives fast Education, Humanistic fast Educational psychology fast Erziehungsziel swd Persönlichkeitsentwicklung swd Erziehung Education Aims and objectives United States Educational psychology Affective education United States Education, Humanistic United States Erziehungsziel (DE-588)4070957-7 gnd Persönlichkeitsentwicklung (DE-588)4075995-7 gnd |
| topic_facet | Yearbook (Association for Supervision and Curriculum Development) Projet éducatif / États-Unis Psychopédagogie Éducation affective / États-Unis Éducation humaniste / États-Unis EDUCATION / Educational Psychology Affective education Education / Aims and objectives Education, Humanistic Educational psychology Erziehungsziel Persönlichkeitsentwicklung Erziehung Education Aims and objectives United States Affective education United States Education, Humanistic United States USA |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=49863 |
| work_keys_str_mv | AT freiberghjerome perceivingbehavingbecominglessonslearned |