Flow, Eros, and Ethos in Educational Renewal

Phi Delta Kappan

Volumn 80, Issue 8, 1999, Pages 571-578

  Goodlad, John I ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

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EID: 0001431919     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (32)

1. For further discussion, see John I. Goodlad, What Schools Are For, rev. ed. (Bloomington, Ind.: Phi Delta Kappa Educational Foundation, 1994), chap. 4.
2. Arthur M. Schlesinger, Jr., The Cycles of American History (Boston: Houghton Mifflin, 1986), especially chap. 2.
3. For perspectives on both the public and the private purpose, see John I. Goodlad and Timothy J. McMannon, eds., The Public Purpose of Education and Schooling (San Francisco: Jossey-Bass, 1997).
4. Neil Postman, The End of Education (New York: Vintage, 1996).
5. Schlesinger, p. 46.
6. William James, Pragmatism (New York: Longmans, Green, 1909).
7. The British infant schools enjoyed the support of the Plowden Report on early schooling. See Children and Their Primary Schools: Report of the Central Advisory Council for Education (London: Her Majesty's Stationery Office, 1967). For discussion of some of the special features, see Norma D. Feshbach, John I. Goodlad, and Avima Lombard, Early Schooling in England and Israel (New York: McGraw-Hill, 1973).
8. The British infant schools enjoyed the support of the Plowden Report on early schooling. See Children and Their Primary Schools: Report of the Central Advisory Council for Education (London: Her Majesty's Stationery Office, 1967). For discussion of some of the special features, see Norma D. Feshbach, John I. Goodlad, and Avima Lombard, Early Schooling in England and Israel (New York: McGraw-Hill, 1973).
9. John I. Goodlad, A Place Called School: Prospects for the Future (New York: McGraw-Hill, 1984), pp. 173-75.
10. Ibid., p. 171.
11. John I. Goodlad, Teachers for Our Nation's Schools (San Francisco: Jossey-Bass, 1990), p. 207.
12. Kathleen Kennedy Manzo, "Trickling Down," Education Week, 18 November 1998, p. 22.
13. I attempt such a synthesis in In Praise of Education (New York: Teachers College Press, 1997), but there are and will be better ones.
14. Mihaly Csikszentmihalyi, Flow: The Psychology of Optimal Experience (New York: Harper & Row, 1990), p. 6.
15. John W. Gardner, Self-Renewal: The Individual and the Innovative Society (New York: Harper & Row, 1963), p. 5.
16. For stories of some of the students involved, see Patricia A. Wasley, Robert L. Hampel, and Richard W. Clark, Kids and School Reform (San Francisco: Jossey-Bass, 1997); for stories of whole schools, see Richard W. Clark, Effective Professional Development Schools (San Francisco: Jossey-Bass, 1999).
17. For stories of some of the students involved, see Patricia A. Wasley, Robert L. Hampel, and Richard W. Clark, Kids and School Reform (San Francisco: Jossey-Bass, 1997); for stories of whole schools, see Richard W. Clark, Effective Professional Development Schools (San Francisco: Jossey-Bass, 1999).
18. Kathleen Larson Florio, Twenty-One Educational Renewal Initiatives (Seattle: Institute for Educational Inquiry, 1999).
19. This is not the place for a summary of findings and conclusions. Both the concept of renewal and the literature relevant to renewal as a theory of change are presented in highly accessible form in Kenneth A. Sirotnik, "Ecological Images of Change: Limits and Possibilities," in Andy Hargreaves et al., eds., International Handbook of Educational Change (Boston: Kluwer Academic Publishers, 1998).
20. Joseph J. Schwab, Eros and Education (Puerto Rico: Faculty of General Studies, University of Puerto Rico, 1958), p. 63.
21. Csikszentmihalyi, p. 191.
22. For the 17th-century political philosopher Johannes Althusius, symbiotics and symbiosis encompass all human associations. For further discussion and application to education, see chapter 3 of my In Praise of Education.
23. This is not to say that substitute teachers are incompetent. My main point is that the very temporary nature of the teacher/student relationship severely limits the potential for flow on the part of both students and teachers.
24. Goodlad, Teachers for Our Nation's Schools, p. 173. For a comprehensive picture of teacher education as an educational enterprise, past and present, see also the other two volumes reporting the Study of the Education of Educators: John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik, eds., Places Where Teachers Are Taught (San Francisco: Jossey-Bass, 1990): and idem, eds., The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990).
25. Goodlad, Teachers for Our Nation's Schools, p. 173. For a comprehensive picture of teacher education as an educational enterprise, past and present, see also the other two volumes reporting the Study of the Education of Educators: John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik, eds., Places Where Teachers Are Taught (San Francisco: Jossey-Bass, 1990): and idem, eds., The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990).
26. Goodlad, Teachers for Our Nation's Schools, p. 173. For a comprehensive picture of teacher education as an educational enterprise, past and present, see also the other two volumes reporting the Study of the Education of Educators: John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik, eds., Places Where Teachers Are Taught (San Francisco: Jossey-Bass, 1990): and idem, eds., The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990).
27. Wilma F. Smith and Gary D Fenstermacher, eds., Leadership for Educational Renewal: Developing a Cadre of Leaders (San Francisco: Jossey-Bass, 1999); Robert S. Patterson, Nicholas M. Michelli, and Arturo Pacheco, Centers of Pedagogy: New Structures for Educational Renewal (San Francisco: Jossey-Bass, 1999); Richard W. Clark, Effective Professional Development Schools (San Francisco: Jossey-Bass, 1999); and Kay A. Norlander-Case, Charles W. Case, and Timothy G. Reagan, The Professional Teacher: The Preparation and Nurturance of the Reflective Practitioner (San Francisco: Jossey-Bass, 1999).
28. Wilma F. Smith and Gary D Fenstermacher, eds., Leadership for Educational Renewal: Developing a Cadre of Leaders (San Francisco: Jossey-Bass, 1999); Robert S. Patterson, Nicholas M. Michelli, and Arturo Pacheco, Centers of Pedagogy: New Structures for Educational Renewal (San Francisco: Jossey-Bass, 1999); Richard W. Clark, Effective Professional Development Schools (San Francisco: Jossey-Bass, 1999); and Kay A. Norlander-Case, Charles W. Case, and Timothy G. Reagan, The Professional Teacher: The Preparation and Nurturance of the Reflective Practitioner (San Francisco: Jossey-Bass, 1999).
29. Wilma F. Smith and Gary D Fenstermacher, eds., Leadership for Educational Renewal: Developing a Cadre of Leaders (San Francisco: Jossey-Bass, 1999); Robert S. Patterson, Nicholas M. Michelli, and Arturo Pacheco, Centers of Pedagogy: New Structures for Educational Renewal (San Francisco: Jossey-Bass, 1999); Richard W. Clark, Effective Professional Development Schools (San Francisco: Jossey-Bass, 1999); and Kay A. Norlander-Case, Charles W. Case, and Timothy G. Reagan, The Professional Teacher: The Preparation and Nurturance of the Reflective Practitioner (San Francisco: Jossey-Bass, 1999).
30. Wilma F. Smith and Gary D Fenstermacher, eds., Leadership for Educational Renewal: Developing a Cadre of Leaders (San Francisco: Jossey-Bass, 1999); Robert S. Patterson, Nicholas M. Michelli, and Arturo Pacheco, Centers of Pedagogy: New Structures for Educational Renewal (San Francisco: Jossey-Bass, 1999); Richard W. Clark, Effective Professional Development Schools (San Francisco: Jossey-Bass, 1999); and Kay A. Norlander-Case, Charles W. Case, and Timothy G. Reagan, The Professional Teacher: The Preparation and Nurturance of the Reflective Practitioner (San Francisco: Jossey-Bass, 1999).
31. What Matters Most: Teaching for America's Future (New York: National Commission on Teaching and America's Future, 1996).
32. Theodore R. Sizer, Places for Learning, Places for Joy (Cambridge, Mass.: Harvard University Press, 1973).