Eclecticism and integration in educational theories: A metatheoretical analysis

Educational Theory

Volumn 51, Issue 3, 2001, Pages 277-292

  Tellings, Agnes ^a  

^a RADBOUD UNIVERSITY NIJMEGEN   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27944488585     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2001.00277.x     Document Type: Article

References (46)

1. Pierluigi Donini, "The History of the Concept of Eclecticism" in The Question of Eclecticism: Studies in Later Greek Philosophy, ed. John M. Dillon and Tony A. Long (Berkeley: University of California Press, 1988), 15-33.
2. Marvin W. Berkowitz, The Education of the Complete Moral Person (Aberdeen: Gordon Cook Foundation, 1995), 1, 31
3. This book will be cited as CMP in the text for all subsequent references. Baruch H. Kirschenbaum, A Hundred Ways to Enhance Values and Morality in Schools and Youth Settings (Boston: Allyn and Bacon, 1995), 31-50
4. Laurence P. Nucci, Moral Development and Character Education: A Dialogue (Berkeley: McCutchan, 1989), xiii-iv.
5. James O. Prochaska and Carlo C Di Clemente, "Transtheoretical Therapy: Toward a More Integrative Model of Change" Psychotherapy 19, no. 3 (1982): 276-88.
6. John C. Gibbs, "Toward an Integration of Kohlberg's and Hoffman's Moral Development Theories" Human Development 34, no. 2 (1991): 88-104.
7. Wouter Van Haaften and Ger Snik, "Philosophy of Education: the Foundations of Educational Theory and Practice" In Methods in Philosophy of Education, ed. John White, Frieda Heyting, and Dieter Lenzen (London: Routledge, in press)
8. R. G. Collingwood, An Essay on Metaphysics (Oxford: Oxford University Press, 1939), 21-48.
9. Hal Arkowitz, "The Role of Theory in Psychotherapy Integration" Journal of Integrative and Eclectic Psychotherapy 8, no. 1 (1989): 8-9.
10. Brad A. Alford and John C. Norcross, "Cognitive Therapy as Integrative Therapy" Journal of Psychotherapy Integration 1, no. 3 (1991): 175-90.
11. Wouter Van Haaften, Michiel Korthals, and Thomas Wren, Philosophy of Development: Recon structing the Foundations of Human Development and Education (Dordrecht: Kluwer Academic Publishers, 1997), 17.
12. The distinction of domain and dimension is relative. A domain can be a dimension of a more encompassing domain, a dimension can have sub-dimensions, for instance: human development, moral development, development of moral emotions, and development of the cognitive part of moral emotions.
13. Lindley Darden and Nancy Maull, "Interfield Theories" Philosophy of Science 44, no. 2 (1977): 48.
14. Dennis L. Krebs and Frank Van Hesteren, "The Development of Altruism: Toward an Integrative Model" Developmental Review 14, no. DOI: 10.1006/drev.1994.1006 2 (1994): 103-58.
15. James Rest, "An Interdisciplinary Approach to Moral Education,"in Moral Education: Theory and Application, ed. Marvin W. Berkowitz and Fritz Oser (Hillsdale, N. J.:Erlbaum, 1985), 9-26
16. Marilyn Watson, Daniel Solomon, Victor Battistich, Eric Schaps, and Judith Solomon, "The Child Development Project: Combining Traditional and Developmental Approaches to Values Education," In Nucci, Moral Development and Character Education, 51-91.
17. I will sometimes use the word "theory" where what I say also concerns integration at the practical-theoretical and the foundational level. Also, I speak of integration of two theories where what I say also concerns the integration of more than two theories.
18. "Reduction" as used in this contribution should not be confused with the philosophical term "reductionism" that either refers to reducing a more sophisticated theory to a less sophisticated one or to the attempt to reduce psychic phenomena to physical or material phenomena.
19. Frederick Suppe, "The Search for Philosophic Understanding of Scientific Theories, "The Structure of Scientific Theories, 2d ed.; ed. Frederick Suppc (Urbana: University of Illinois Press, 1977), 53-57.
20. Bernard F. Skinner, About Behaviorism (New York: Vintage Books, 1976), 241-77.
21. Georg W. F. Hegel, Wissenschaft der Logik I (1812) and Einleitung, and Enzyklopadie der philosophischen Wissenschaften im Grundrisse (1817) 79-82.
22. Paul L. Wachtel, Action and Insight (New York: Guilford Press, 1987), 111-31
23. Paul L. Wachtel, Therapeutic Communication: Principles and Effective Practice (New York: Guilford Press, 1993), 16-31.
24. Kirschenbaum, A Hundred Ways to Enhance Values and Morality, 48
25. R. S. Peters, Moral Education and Moral Development (London: George Aiien and Unwin, 1981), 83-116. For another example of vertical integration see
26. Agnes Tellings and Wouter Van Haaften, "Kohlberg and Freud: A Reconstruction of Emergent Moralities" Theory and Psychology 11, no. 4 (2001): 549-69.
27. Notice that the foundation of the, original Kohlberg approach has much more weight here, since it defines the end-state of morality.
28. Rest, "Interdisciplinary Approach" 15-22.
29. Prochaska and Di Clemente, "Transtheoretical Therapy" 285-87
30. James O. Prochaska, Systems of Psychotherapy: A Transthzeoretical Analysis (Homewood, Ill. :-Dorsey Press, 1979), 362-76.
31. Lawrence Kohlberg, Essays on Moral Development, 2 The Psychology of Moral Development (San Francisco: Harper and Row, 1984], 174-76.
32. John Barkow, Leda Cosmides, and John Tooby, eds., The Adapted Mind: Evolutionary Psychology and the Generation of Culture (New York: Oxford University Press 1992), 3-15.
33. Stanley B. Messer, "Eclecticism in Psychotherapy: Underlying Assumptions, Problems, and Tradeoffs,"In Handbook of Eclectic Psychotherapy, ed. John C. Norcross (New York: Brunner/Mazel, 1986), 379-97.
34. Bernard L Whorf, Language, Thought, and Reality (Cambridge: M. LT. Press, 1956
35. W. V. O. Quine, Word and Object (Cambridge: M. LT. Press, 1960).
36. Quine, Word and Object, 51-53.
37. Alvin R. Mahrer, The Integration of Psychotherapies: A Guide for Practicing Therapists (New York: Human Sciences Press, 1989), 105-8.CMP, 4-7
38. A problem of the distinction between different levels is that of endless regression: On principle, each foundation can rest on a deeper lying foundation, and that in turn on an even deeper lying foundation. Here I do not discuss this extensively but assume that "foundation' refers to a basic proposition that allows no further justification than something like "here I stand, and this is it."
39. Since even the most sound arguments can be rejected, for instance, because of an unwillingness to give up ones own theory, agreement between all original authors is not necessary.
40. Mahrer, Integration of Psychotherapies, 31-32.
41. Brad A. Alford, "Integration of Scientific Criteria into the Psychotherapy Integration Movement," Journal of Behavior Therapy and Experimental Psychiatry 22, no. 3 (1991): 211-16, esp. 211.DOI: 10.1016/0005-7916(91)90018-Z
42. For competing interpretations, see Hoffman's comment on Gibbs's attempt to integrate his theory with that of Kohlberg: Martin L. Hoffman, "Commentary" Human Development 34, no. 2 (1991): 105-10.
43. Also, Berkowitz himself is not consistent in his use of terms. He states that unlike social conventions, moral values are universal (CMP, 25). Later on the same page he discusses the problem of choosing what and whose values should be transferred. So apparently moral values are not universal.
44. Peters, Moral Education and Moral Development, 83-116.
45. R. Murray Thomas, An Integrated Theory of Moral Development (Westport, Conn.:Greenwood Press This book. will be cited as IT in the text for all subsequent references.1997
46. R. Murray Thomas, Comparing Theories of Child Development (Belmont, Calif,: Wadsworth, 1992), 534.