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Psychology's Contribution to the Education of Children in Twentieth-Century North America

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Psychology's Contribution to the Education of Children in Twentieth-Century North America THE EDUCATED SELF: PSYCHOLOGY'S CONTRIBUTION TO THE EDUCATION OF CHILDREN IN TWENTIETH-CENTURY NORTH AMERICA by Ann-Marie Theresa McLellan B.A. (Honours), Psychology, Simon Fraser University, 1994 M.A., Psychology, Simon Fraser University, 1999 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY In the Faculty of Education © Ann-Marie Theresa McLellan SIMON FRASER UNIVERSITY Summer 2008 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL Name: Ann-Marie Theresa McLellan Degree: Doctor of Philosophy Title of Thesis: The Educated Self: Psychology's Contribution to the Education of Children in Twentieth-Century North America Examining Committee: Chair: Dr. Rina Zazkis Dr. Jack Martin, Professor Senior Supervisor Dr. Jeff Sugarman, Associate Professor Committee Member Dr. Ann Chinnery, Assistant Professor Internal/External Examiner Dr. Tom Strong, Associate Professor, University of Calgary External Examiner Date Defended/Approved: ii SIMONUNIVERSITYFRASERII-brary DECLARATION OF PARTIAL COPYRIGHT LICENCE The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. The author has further granted permission to Simon Fraser University to keep or make a digital copy for use in its circulating collection, and, without changing the content, to translate the thesis/project or extended essays, if technically possible, to any medium or format for the purpose of preservation of the digital work. The author has further agreed that permission for multiple copying of this work for scholarly purposes may be granted by either the author or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without the author's written permission. Permission for public performance, or limited permission for private scholarly use, of any multimedia materials forming part of this work, may have been granted by the author. This information may be found on the separately catalogued multimedia material and in the signed Partial Copyright Licence. The original Partial Copyright Licence attesting to these terms, and signed by this author, may be found in the original bound copy of this work, retained in the Simon Fraser University Archive. Simon Fraser University Library Burnaby, BC, Canada ABSTRACT Critical scholarship contends that psychology has provided ways of thinking about our selves that are consistent with the Enlightenment notion of persons as autonomous and self-governing. Utilizing this framework, I examined the interrelationships between psychological conceptions and practices of the self, and the education of persons. I conducted a critical review of self, children and schooling in PSYCINFO from 1850 to 2008, and an analysis of self measures in educational psychology. Psychology's scientific measurements and classifications have produced an increasingly fragmented self, the various aspects of which are presented as amenable to research-based educational interventions. I also conducted an exhaustive review of elementary school curricula in British Columbia, Canada 'from 1872 to 2008, to understand the ways that public education has contributed to the production of children as selves. Conceptions of the self in school curricula, derived from psychological theory and research, have resulted in an elevation of goals and strategies of self-fulfillment and individual freedom over citizenship and civic virtue. I then examined how psychological theorizing and research on the self translates into B.C. elementary school and classroom practices and policies. Psycho-educational kits, programs and initiatives adopted at school and classroom levels emphasize personal expression and self­ responsibility at the expense of social commitment and curricular content. I contend that psychological theories, research, and practices have produced an empirical self that has contributed much to educators' understandings of the selves of children as discrete, calculable sets of competencies that can be developed and enhanced through instructional procedures. Whether the measured self is packaged as scores on self-concept scales, steps in self-esteem programs, or self-regulated skills and strategies, t~lis iii self encourages judgements, comparisons, and reshaping of students' selves in accordance with psychological conceptions and practices of self-fulfillment and self-management. Disciplinary psychology has played a critical role in advancing the notion of the radically free individual that is at odds with the notion of the active, responsible citizen. A shift to an ontology of persons contingently positioned as sociohistorically situated qgents is necessary. On this view, individual freedom and civic duty are virtues that can co-exist in a community­ oriented liberal democratic society. iv ACKNOWLEDGEMENTS This thesis would not be complete without acknowledging my gratitude to those who helped me. First and foremost, I would like to acknowledge my debt and gratitude to my supervisor, Dr. Jack Martin, who helped me on this journey in so many ways that I can't begin to list these. It has been an honour and privilege to work under his mentorship, and I will be forever grateful for the opportunity and experience of working with and for him. I want to give a special thanks to Dr. Jeff Sugarman, who treated me with kindness and regard, and also challenged me to take my work to the "next level". I also want to thank the faculty members and colleagues who have supported me in my growth as a scholar. In particular, I thank Dr. Phil Winne and Dr. Lucy LeMare for their guidance and support on so many levels: and to Dr. Sarah Hickinbottom for her support as a colleague and a 'friend. Finally, I would like to thank my friends and family for their support throughout this journey. I want to give a special thank-you to Catrina for the many conversations about my work, and the support she provided just when I needed it. v TABLE OF CONTENTS Approval ii Abstract iii Acknowledgements v Table of Contents vi Chapter One: Introduction 1 Chapter Two: Psychological Methods: Traditional and Critical Historical Approaches 7 Traditional Approach to Psychology and Its History 7 Critiques of the Traditional Approach 15 Critical Historical Approach to Psychological Investigations 17 The "Psy" Hypothesis and the Education of Selves 22 Conclusions 25 Chapter Three: Psychology's Measured Self: A Prescription for Educators 29 Psychology's Early Views of Self.. 32 Psychology's Renewed Interest in Self and Its Measurement.. 34 Contemporary Studies of the Self 41 Conclusions 47 The Empirical Self 49 Chapter Four: The Psychological Self: The Shaping of Elementary School Curricula 54 Education in British Columbia: Background 54 Self in Curricula During the First Half of the Twentieth Century 56 Self as Identification with Others (c. 1900s-1930s) 56 Self as Character (c. 1930s-1950s) 63 Summary 68 Self and Curricula: Mid 20th Century to the New Millennium 68 The Wholistic Self (c. 1950s) 68 The Celebration of the Individual (c.1960s & 1970s) 75 The Rise of the Cognitive Self (c. 1980s-Present) 78 Summary 81 Conclusions 82 vi Chapter Five: The Psychological Self at School: Practices and Policies 87 Instructional Programs and Initiatives 90 Instructional Assessments 97 The Bigger Picture 102 Liberal Individualism and Consumerism 106 The Enterprising Self 109 Conclusion 113 Chapter Six: Hope for the Educated Self: A Reconsideration for Professionals 115 Psychology's Empirical Self 120 A Reconsideration of Psychology's Educated Self 125 References 131 vii CHAPTER ONE: INTRODUCTION What is the purpose of the formal education of children in contemporary society? This question is critical to any discussion regarding the aims and goals of school curricula, and the instruction of cbildren. Most parents, teachers, and other educational professionals would agree that the education of persons in a liberal democratic society entails more than the pursuit of academic achievement. In fact, the stated goals of public education in North America emphasize the production of persons as responsible citizens committed to a democratic society and way of life. With respect to communal living more generally, we expect our children to be educated in ways that are consistent with our views of the good life. Of course, specifically what the good life might entail may differ across groups of individuals, but there is an expectation that we have the right to educate our children in ways that are broadly consistent with some vision of the good life that is at least generally acceptable. In other words, the notion of responsible citizen implies a constraint on individual freedoms, in as much as individual freedoms might possibly interfere with the good of the community. Most of us would agree that we want our children to develop into self­ assured, self-managed individuals who are able to think critically and set goals for themselves. At the same time, we want our children to be considerate and tolerant of others, and valuable contributors to their communities and society at large.
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