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instructional_design:invitational_learning [2013/09/30 23:14]
instructional_design:invitational_learning [2023/06/19 18:03] (current)
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 +====== Invitational Learning ======
  
 +===== General =====
 +
 +Invitational theory was firstly introduced by [[http://​www.invitationaleducation.net/​alliance/​wwp.pdf|William Purkey]] in 1978(([[http://​books.google.com/​books?​id=wFwEAQAAIAAJ|Purkey,​ William Watson. Inviting school success: a self-concept approach to teaching and learning. Wadsworth Pub. Co., 1978.]])) and describes an **educational framework** of learning/​teaching relationships **based on human value, responsibility and capabilities**. The word //​inviting//​ was chosen because it comes from a Latin word //​invitare//​. Translated, it means "//to offer something beneficial for consideration//",​ but its definition implicitly involves "//an ethical process involving continuous interactions among and between human beings//"​((Smith,​ Kenneth H. Invitational Education: ​ A Model for Teachers and Counsellors. Australian Catholic University Faculty of Education Trescowthick School of Education (Victoria).)).  ​
 +
 +Learning is in the context of invitational learning observed in social context, where **learners should be invited by the teacher to develop their potentials**.
 +===== What is invitational learning =====
 +
 +Invitational theory is grounded in two theoretical foundations(([[http://​medicine.nova.edu/​~danshaw/​jitp/​archive/​JITP_V1_N1.pdf|Purkey,​ William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]])):
 +
 +  * //The Perceptual Tradition// ("//​human behavior is the product of the unique ways that individuals view the world//"​(([[http://​medicine.nova.edu/​~danshaw/​jitp/​archive/​JITP_V1_N1.pdf|Purkey,​ William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]]))
 +  * //​Self-Concept Theory// ("//​maintains that behavior is mediated by the ways an individual views oneself, and that these views serve as both antecedent and consequence of human activity.//"​(([[http://​medicine.nova.edu/​~danshaw/​jitp/​archive/​JITP_V1_N1.pdf|Purkey,​ William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]]))
 +
 +and four assumptions(([[http://​medicine.nova.edu/​~danshaw/​jitp/​archive/​JITP_V1_N1.pdf|Purkey,​ William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]])): trust (that one will find his own best way of accomplishing things), respect (of other people since they are able, valuable, and responsible),​ optimism (since people possess practically unlimited potential in all areas of human endeavor), and intentionality (to act intentionally in order to offer something beneficial to others).
 +
 +This human potential should be developed through the educational process, which is characterized by the so-called **//five P-s//**. The //five P-s// represent **environment factors** which influence one's success or failure in the educational process, depending on how //​inviting//​ they are. //​Invitation//​ here is described by Purkey as "//a summary of messages, verbal and nonverbal, formal and informal, that are sent to students with the intention of affirming for them that they are responsible,​ able, and valuable.//"​(([[http://​www.aornjournal.org/​article/​S0001-2092%2806%2960938-1/​abstract|Finger,​ Susan D, and Tess M Pape. Invitational theory and perioperative nursing preceptorships. AORN Journal 76, no. 4: 630, 633-642, October 2002.]])) The //five P-s// are(([[http://​www.eric.ed.gov/​ERICWebPortal/​contentdelivery/​servlet/​ERICServlet?​accno=ED314708|Purkey,​ William W., and And Others. Invitational Learning for Counseling and Development. ERIC/CAPS, 2108 School of Education, University of Michigan, Ann Arbor, MI., 1990.]])):
 +
 +^  People ​ ^  Places ​ ^  Policies ​ ^  Programs ​ ^  Processes ​ ^
 +|  Teachers and educational staff  |  Physical aspects of the school and classroom ​ |  Written and unwritten rules about procedures ​ |  Curriculum for students ​ |  How the other four P's are conducted ​ |
 +
 +Each of the //five P-s// can, depending on how //​inviting//​ really is, formally be assigned to one of the four different categories((Smith,​ Kenneth H. Invitational Education: ​ A Model for Teachers and Counsellors.)):​
 +
 +^  ^  Unintentionally ​ ^  Intentionally ​ ^
 +^  Disinviting ​ |  People, places, policies, programs and processes driven by **good intentions**,​ but doing more harm than good. For example, obsessed with unnecessary formalities,​ being chauvinistic or unintentionally sending **discouraging signals** to the students. ​ |  People, places, policies, programs and processes focused on students'​ shortcomings or deliberately discriminating and making them feel less valuable. ​ |
 +^  Inviting ​ |  People, places, policies, programs and processes **unaware of the reasons for their success** or failure. This makes them look inconsistent and difficult for students to look up to them and to try to model them.  |  //Five P's// that are **inviting** and can and know how to adjust their //​invitations//​ when necessary. "//​Ideally,​ the factors of people, places, policies, programs, and processes should be so intentionally inviting as to create a world where each individual is cordially summoned to develop physically, intellectually,​ and emotionally.//"​(([[http://​www.invitationaleducation.net/​journal/​v11p5.htm|Purkey,​ William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1(1): p5-15. 1992.]])) At this ideal level of practicing the invitational theory, it becomes invisible and it seems it requires hardly any effort although this is never true. This is the so-called **//plus factor//​**. ​ |
 +
 +Optimally, each of the //five P-s// should be intentionally inviting.
 +
 +===== What is the practical meaning of invitational learning? =====
 +
 +In Purkey'​s words,
 +
 +  * "//no aspect of education is more important than the feeling on the part of the teacher that the individual student is important, valuable, and can learn in school//"​(([[http://​eric.ed.gov/​ERICWebPortal/​search/​detailmini.jsp?​_nfpb=true&​_&​ERICExtSearch_SearchValue_0=ED058359&​ERICExtSearch_SearchType_0=no&​accno=ED058359|Purkey,​ W. W. Self-concept and school achievement. Englewood Cliffs, NJ: Prentice-Hall. 1970.]])). ​
 +
 +Invitational learning theory suggests that, in order to facilitate learning, students should be **provided with an environment (//five P-s//) that is optimally inviting**. Respect, trust, optimism and intentionality are elements that will ensure that and should be a part of every educational process.
 +
 +But to achieve this, one must start working on himself and learn to be:
 +
 +  * **Personally inviting with oneself** - this means one must literally start by learning to become inviting to himself. This includes making the **right decisions** in life, **relaxing**,​ devoting **free time** to the things he enjoys, regular **exercising**,​ spending time with **friends**,​ working with **nature** etc. Only after understanding this concept by oneself, one can offer it to others.
 +  * **Personally inviting with others** - being polite and caring for **others'​ feelings** and points of view, **sharing** their excitement and happiness.
 +  * **Professionally inviting with oneself** - being aware of one's own **profession** and its **ethical aspects**, attempting to improve related professional **skills** and **knowledge**,​ reading literature, writing articles, **attending conferences** etc.
 +  * **Professionally inviting with others** - treating people as valuable individuals,​ acting carefully, ethically and **respectfully to all //five P-s//**, but also **strongly promoting the same attitudes** among others, cooperating with others professionally,​ remaining optimistic, and **behaving ethically**.
 +
 +
 +===== Keywords and most important names =====
 +
 +  * **Invitation theory**, **invitation**,​ **respect**,​ **trust**, **optimism**,​ **intentionality**,​ **five P-s**, **intentionally/​unintentionally**,​ **inviting/​disinviting**,​ **personally/​professionally inviting with oneself/​others**
 +  * [[http://​www.invitationaleducation.net/​alliance/​wwp.pdf|William Purkey]]
 +
 +
 +===== Bibliography =====
 +
 +[[http://​medicine.nova.edu/​~danshaw/​jitp/​archive/​JITP_V1_N1.pdf|Purkey,​ William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1(1): p5-15. 1992.]]
 +
 +Smith, Kenneth H. Invitational Education: ​ A Model for Teachers and Counsellors. Australian Catholic University Faculty of Education Trescowthick School of Education (Victoria).
 +
 +[[http://​www.ncbi.nlm.nih.gov/​pubmed/​12382467|Finger,​ Susan D. & Pape, Tess M. Invitational theory and perioperative nursing preceptorships. AORN Journal, October 2002.]]
 +
 +[[http://​files.eric.ed.gov/​fulltext/​EJ791536.pdf|Hunter,​ M. & Smith, Kenneth H. Inviting school success: Invitational Education and the Art class. Journal of Invitational Theory and Practice, 2007.]]
 +
 +[[http://​eric.ed.gov/?​id=EJ479007|Arceneaux,​ Clayton J. Multicultural Education and Invitational Theory: A Symbiosis. Journal of Invitational Theory and Practice, 1(2). 1992.]]
 +
 +
 +===== Read more =====
 +
 +[[http://​www.amazon.com/​Inviting-School-Success-Self-Concept-Democratic/​dp/​0534504191#​reader_0534504191|Purkey,​ William Watson, & Novák, John M. Inviting school success: a self-concept approach to teaching and learning. Wadsworth Pub. Co., 1984.]]
 +
 +[[http://​www.eric.ed.gov/​ERICWebPortal/​contentdelivery/​servlet/​ERICServlet?​accno=ED314708|Purkey,​ William W., and John Smith. Invitational Learning for Counseling and Development. ERIC/CAPS, 2108 School of Education, University of Michigan, Ann Arbor, MI., 1990.]]
 +
 +[[http://​www.eric.ed.gov/​PDFS/​ED296471.pdf|Purkey,​ W.W. & Novak, J. Education: By invitation only. Bloomington,​ IN: Phi Delta Kappa, 1988.]]
 +
 +[[http://​www.eric.ed.gov/​PDFS/​ED340689.pdf|Purkey,​ W. W. & Stanley, P.H. Invitational teaching, learning and living. Washington, DC: National Education Association,​ 1991.]]
 +
 +[[http://​medicine.nova.edu/​~danshaw/​jitp/​|Journal of Invitational Theory and Practice.]]