Invitational education theory: three foundations, five assumptions, and five basic elements¶

Theory · All theories
Evidence · no claims cited

Description¶

The article describes invitational education theory as "a framework to guide teacher and administrator behaviors in school settings." IE rests on three foundations: the democratic ethos, the perceptual tradition, and self-concept theory. These are supported by five assumptions: people are capable, worthy, and responsible; education is a cooperative undertaking; the process becomes the product; all people have limitless potential; and people reach this potential in intentionally inviting environments. IE posits five basic elements for enacting an inviting style: intentionality, care, optimism, respect, and trust, characterizing a teaching style "enacted purposefully and predictably which builds trust and reliability."

Design Implications¶

Context¶

Requirements¶

• Intentionally inviting environments, including classroom setup, administrator style, and instructor teaching style

Constraints¶

• IE's scope is broad, examining the whole school rather than select parts of the educational process

Target Learners¶

• K-12 students and school staff

Target Learning Objectives¶

• Growth of all parties through respectful, inviting school environments

Claims¶

Related Theories¶

• Self-determination theory: a motivation and personality theory built on three basic psychological needs
• Invitational Education: a model of the educative process built on four value-based assumptions
• Theoretical foundations: the perceptual tradition and self-concept theory
• TRIO: trust, respect, intentionality, and optimism as the four elements of Invitational Education

Examples¶

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Key Sources¶

• Jennifer D. Moss. (2017). Inviting Autonomy: Common Roots and Beliefs of Self-determination Theory and Invitational Education Theory. Journal of Invitational Theory and Practice. https://www.invitationaleducation.net/journal-of-invitational-theory-and-practice/