赫尔曼·维特金与黑人学习风格思想的兴衰,1960-2003

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Thomas Fallace
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引用次数: 0

摘要

背景/背景:对教育史上这一动荡时期(1960-2003)的历史研究往往侧重于教育政策和/或课程,但很少涉及学习理论的变化。许多历史研究都追踪了心理学家、心理测量学家、政策制定者和社会科学家在20世纪的过程中是如何忽视黑人学生的智力潜力的,但这些研究完全忽视了有争议的黑人学习方式的观点,以及这种观点是如何与当时的教育和种族话语相互作用的。目的:这本思想史追溯了黑人学习风格这一有争议的观点的兴起和衰落。研究设计:霍林格(1985)将思想史简洁地定义为“知识分子的话语”(第131页)。思想史通常被描述为思考而不是思想,关注话语中的偶然性、矛盾和不一致;语境化的话语在不断发展的历史,政治和社会背景;并探讨这些变化的背景如何影响思想的发展。结论:黑人学习风格理论和文化不匹配理论都起源于20世纪50年代心理学家Herman Witkin的研究。这个想法在20世纪70年代和80年代由罗莎莉·科恩、阿萨·希利亚德三世和珍妮丝·黑尔进一步发展。到20世纪90年代末,许多学者认为黑人学习风格的想法是危险的,并停止直接引用它。尽管最终遭到拒绝,但黑人学习风格的想法激发了许多关于种族、文化和种族影响学习方式的研究,这些研究至今仍在进行。这本思想史追溯了黑人学生与白人教师、标准化考试和美国学校的学习和/或认知方式不同这一观点的起源、出现和衰落。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Herman Witkin and the Rise and Fall of the Black Learning Style Idea, 1960–2003
Background/Context: Historical studies of this volatile period in educational history (1960–2003 tend to focus on educational policy and/or curriculum, but rarely address changes in learning theory. Numerous historical studies have traced how psychologists, psychometricians, policymakers, and social scientists have dismissed the intellectual potential of Black students over the course of the 20th century, but these studies have completely overlooked the controversial Black learning style idea and how the idea interacted with the educational and racial discourses of the period. Purpose: This intellectual history traces the rise and fall of the controversial idea that there was a Black learning style. Research Design: Hollinger (1985) defines intellectual history succinctly as the “discourse of intellectuals” (p. 131). Often described as thinking rather than thought, an intellectual history focuses on contingencies, contradictions, and inconsistencies in a discourse; contextualizes the discourse in evolving historical, political, and social contexts; and explores how these changing contexts affect the development of the ideas. Conclusions: The Black learning style and cultural mismatch theories both emerged from the research of psychologist Herman Witkin in the 1950s. The idea was further developed by Rosalie Cohen, Asa Hilliard III, and Janice Hale in the 1970s and 1980s. By the late 1990s, many scholars considered the Black learning style idea to be dangerous and stopped directly referencing it. Despite its eventual rejection, the Black learning style idea inspired many lines of inquiry about the ways that race, culture, and ethnicity impact learning that are still being pursued today. This intellectual history traces the origins, emergence, and fall of the idea that Black students had a different learning and/or cognitive style that clashed with that of White teachers, standardized testing, and American schools.
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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