Theoretical foundations: the perceptual tradition and self-concept theory¶

Theory · All theories
Evidence · no claims cited

Description¶

Invitational Education 'emanates from two theoretical perspectives: the perceptual tradition and self-concept theory.' The perceptual tradition maintains that 'people do what they do because of how they perceive the world at the moment of behaving,' holding that all behavior is a function of the individual's perceived world. Self-concept is defined as each individual's perception of his or her personal world, with six listed characteristics including seeking consistency, allowing change when desire is high and risk is low, and learning from inviting or disinviting experiences. From this view, a good self-concept is essentially the memory of inviting acts that are accepted, extended, and successfully acted on.

Design Implications¶

Context¶

Requirements¶

• Educators must describe conceptually sound factors of the total school environment and avoid 'doing-to' terms like motivating, shaping, or making students learn

Constraints¶

Target Learners¶

• all learners in schools

Target Learning Objectives¶

• understanding how self-concept shapes learning behavior and how inviting messages support development

Claims¶

Related Theories¶

• Invitational Education: a model of the educative process built on four value-based assumptions
• TRIO: trust, respect, intentionality, and optimism as the four elements of Invitational Education
• Invitational education theory: three foundations, five assumptions, and five basic elements

Examples¶

• The Four Corner Press: balancing personally and professionally inviting behavior with one's self and others

Key Sources¶

• Purkey, William W.; Novak, John M. (1988). Education: By Invitation Only. Fastback No. 268. Phi Delta Kappa Educational Foundation. https://eric.ed.gov/?id=ED296471