DOCSLIB.ORG

Becoming Illegal: Modeling Rationality and Morality of Unauthorized Migrants a Dissertation Submitted to the Department of Soci

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Becoming Illegal: Modeling Rationality and Morality of Unauthorized Migrants a Dissertation Submitted to the Department of Soci BECOMING ILLEGAL: MODELING RATIONALITY AND MORALITY OF UNAUTHORIZED MIGRANTS A DISSERTATION SUBMITTED TO THE DEPARTMENT OF SOCIOLOGY AND THE COMMITTEE ON GRADUATE STUDIES OF STANFORD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Emily Ryo August 2011 © 2011 by Emily Ryo. All Rights Reserved. Re-distributed by Stanford University under license with the author. This work is licensed under a Creative Commons Attribution- Noncommercial 3.0 United States License. http://creativecommons.org/licenses/by-nc/3.0/us/ This dissertation is online at: http://purl.stanford.edu/pb496ks0860 ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. David Grusky, Primary Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Michele Dauber I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Tomas Jimenez Approved for the Stanford University Committee on Graduate Studies. Patricia J. Gumport, Vice Provost Graduate Education This signature page was generated electronically upon submission of this dissertation in electronic format. An original signed hard copy of the signature page is on file in University Archives. iii Abstract Why do millions of otherwise law-abiding people violate immigration laws? Past research on legal noncompliance shows that people’s views about the law and legal authority are important determinants of their willingness to comply with the law, above and beyond economic considerations. A more comprehensive understanding of unauthorized migration thus requires a serious consideration of normative factors such as people’s moral values and beliefs about the legitimacy of legal authority. This dissertation takes up that task through three papers that investigate the ways in which current and prospective unauthorized migrants view the U.S. immigration system and their acts of legal noncompliance. The first paper draws upon a unique set of focus group data with current and prospective unauthorized migrants from Latin America to analyze how they make sense of their noncompliance with U.S. immigration law. The second paper uses data obtained from a survey that was designed specifically for this study, to examine three important dimensions of legal values among prospective migrants from Mexico. The third paper develops and tests a decision-making model of unauthorized migration that considers not only the economic motivations of prospective migrants, but also their beliefs, attitudes, and social norms regarding U.S. immigration law and legal authorities. Together, these papers show that even in the context of unauthorized migration in which individuals are strongly motivated by economic need, the decision to migrate illegally cannot be fully understood without considering an individual’s underlying values and norms. iv Acknowledgements I owe a debt of gratitude to a great many individuals who made this project possible. David Grusky was the consummate advisor, providing me with incredible support and encouragement throughout my graduate education and the undertaking of this project. He expertly guided me through all the heady logistics and pitfalls of designing and administering a large-scale survey, and spent countless hours patiently guiding me through numerous theoretical and empirical issues. He gave me a home at the Center for the Study of Poverty and Inequality and provided all the resources that a graduate student could possibly want or need. I am immeasurably grateful for his kindness, patience, humor, and intellectual brilliance. I will always look to him as a model for what it means to be a great teacher, mentor, and scholar. Michele Dauber gave me the original inspiration for this project and provided the means possible to pursue it. Over the years, she single-handedly pulled me back into my work every time I lost my way, and never lost faith in the importance of my work and my ability to complete it. She is a mentor and role model like no other, and she taught me how to nurture and mentor other students. Her commitment to social justice and equality is a source of great inspiration that grounds my work in general and this project in particular. It is an understatement to say that her brutal honesty, caring mentorship, and steadfast friendship have been, and will continue to be, critical to my growth as a scholar. I owe very special thanks to Michael Rosenfeld, whose kind advice and encouragement over the years were critical to my endeavors and successful completion of this project. He guided me through the early field work days of this project, and taught me how to not fret the small stuff but do obsess over getting the important things right. It v was his idea for me to collect my survey data through the Mexican Migration Project (MMP); without his efforts and confidence in my abilities, I might not have had the opportunity to collaborate with the MMP. He always found the time to read my writing, especially at critical junctures, and I am extremely thankful for his generous gifts of time, insight, and understanding. I am also deeply grateful to Tomás Jiménez, Abel Valenzuela, and Mark Granovetter. They each played a critical role in shaping my graduate education, supporting me through this project, and reading various drafts of different papers that comprise this dissertation. I might still be stuck in dissertation purgatory had Tomás Jiménez not come at the right time to push me along; for that, I am eternally grateful. I cannot begin to thank him sufficiently for his meticulous readings of my writing, for his incisive critiques, and for his constant support and encouragement. I might not have made it through the Institutional Review Board process to have gotten this project off the ground had it not been for Abel Valenzuela and his sage advice. I am also indebted to Abel for his unfailing support over the years—both personal and professional. Finally, I might not have ended up at Stanford at all had it not been for Mark Granovetter, who persuaded me that Stanford was exactly where I needed to be to experience the “strength of weak ties.” My training and my work at Stanford have been influenced in so many ways by Mark’s scholarship and his dedication to and love of teaching. This project simply would not have been possible without the support of Douglas Massey and Jorge Durand, co-directors of the Mexican Migration Project (MMP). They generously allowed me to participate in the MMP, provided invaluable guidance and encouragement along the way, and afforded me enormous freedom to pursue my work in vi collaboration with the MMP. The time that I spent working with the MMP has been one of the most significant and rewarding learning experiences of my life. I am much indebted to Jorge Durand for his extraordinary openness to new ideas, his creativity, and his patient, hands-on shepherding of my survey. I also owe a great deal to the MMP interviewers and staff. In particular, I was extremely fortunate to have met and worked with Quike González, who oversaw the administration of my survey in Mexico. He is easily one of the most talented and compassionate people I have met; I am proud to call him my hermanito. I am also very grateful to Karen Pren and Verónica Lozano for their tireless assistance with data entry and management. I have been blessed to work with a number of very special undergraduate research assistants at Stanford over the years. In particular, Maggie Guadalupe, Estella Cisneros, and Bianca Ordaz deserve much credit for their contributions to this project. I have benefited greatly from the helpful feedback and insightful comments that Tino Cuéllar, Allegra McLeod, and Nancy Abelmann provided on different parts and drafts of this dissertation. Others, especially Soo Kang, Jane Paek, Betsy Schmitt, Chris Queen, Jinny Kim, Rosanna D’Costa, Renata Miller, Martha Chiu, Tahu Kukutai, Asaf Levanon, Lynny Chin, Kendra Bischoff, Songhua Hu, and Victor Thompson have cheered me on for a long time; I count my blessings to have had their faith and friendship. I am especially thankful to Victor for the many laughs and conversations we have shared during our years at Stanford; they have been a source of much emotional and intellectual sustenance. I owe heartfelt thanks to Brisia Lopez and Roxana Torres, two women with enormous hearts who gave me precious breaks from my childcare duties so I could write. vii To Judge M. Margaret McKeown of the Ninth Circuit Court of Appeals, for whom I served as a judicial clerk during my leave of absence, I owe an incredible year of “break” from this project. She provided me the rare opportunity for the kind of intellectual and personal development that law students and lawyers only dream about. She allowed me to gain an insider’s view of the judicial system that has had a deep impact on my thinking and research agenda. I am deeply grateful for her interest in my work, investment in my future, and her mentorship. Words cannot express how thankful I am to my parents and sisters. When I was little, my parents uprooted and transplanted our family from Korea to the United States in search of a better life for their five girls. My parents did not speak the language nor knew the culture, but against all odds and with very little means, they persevered through unimaginable hardship to keep us here.
Load more

Recommended publications
  • Lawrence Kohlberg
    F. CLARK POWER LAWRENCE KOHLBERG The Vocation of a Moral Educator INTRODUCTION Shortly after Lawrence Kohlberg’s death, I (Power, 1991) noted that perhaps the most revealing statement about Kohlberg’s life was the epilogue to his first book, “Education for Justice: The Vocation of Janusz Korczak” (Kohlberg, 1984). In that Epilogue, which I helped him to compose, he re-told the story of Janusz Korczak, who gave up a lucrative medical practice to work as a moral educator in orphanages for Jewish and Christian children in Warsaw. That work led him to the Warsaw ghetto and finally to Treblinka, where he died with the orphans whom he refused to abandon. Throughout his life, Korczak had a remarkable sense of being called to care for poor and neglected children. In his early career as an author and a medical doctor, he dedicated himself to serving the poor. A champion of children’s rights, he left medicine for education in orphanages because he wanted to treat children’s souls. In establishing “Little Republics” in which children engaged in democratic governance, his orphanage schools resembled the just community programs that Kohlberg himself established. To claim that Kohlberg had a vocation to be a moral educator may strike many as puzzling or even preposterous. Kohlberg is best known for his pioneering contributions to developmental psychology, especially for his stages of moral development. Yet, as one who worked closely with Kohlberg during the latter part of his career, I believe that we cannot understand his life as a whole without considering his vision of moral education and the significance his work in the just community programs had for him.
    [Show full text]
  • Lawrence Kohlberg's Stages of Moral Development from Wikipedia
    ECS 188 First Readings Winter 2017 There are two readings for Wednesday. Both are edited versions of Wikipedia articles. The first reading adapted from https://en.wikipedia.org/wiki/Lawrence_Kohlberg's_stages_of_moral_development, and the second reading is adapted from https://en.wikipedia.org/wiki/Ethics. You can find the references for the footnotes there. As you read the article about moral development please think about you answered the Heinz Dilemma in class, and in which stage did your justification lie. I do not plan on discussing our answers to the Heinz Dilemma any further in class. As you read the ethic article, please think about which Normative ethic appeals to you, and why. This will be one of the questions we will discuss on Wednesday. My goal for both of these readings is to help you realize what values you bring to your life, and our course in particular. Lawrence Kohlberg's Stages of Moral Development from Wikipedia Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic while a psychology graduate student at the University of Chicago[1] in 1958, and expanded upon the theory throughout his life. The theory holds that moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor.[2] Kohlberg followed the development of moral judgment far beyond the ages studied earlier by Piaget,[3] who also claimed that logic and morality develop through constructive stages.[2] Expanding on Piaget's work, Kohlberg determined that the process of moral development was principally concerned with justice, and that it continued throughout the individual's lifetime,[4] a notion that spawned dialogue on the philosophical implications of such research.[5][6] The six stages of moral development are grouped into three levels: pre-conventional morality, conventional morality, and post-conventional morality.
    [Show full text]
  • Kohlberg's Stages of Moral Development Working As A
    Kohlberg’s Stages of Moral Development Working as a developmental psychologist then turning his interest to the field of moral education, Lawrence Kohlberg became to be well known for his theory of moral development. His theory spurred the interest of the psychological community on moral development (Nucci, 2002). His ideas were influenced by Jean Piaget, John Dewey, and James Mark Baldwin. He argued that experiences shape children’s understandings of moral concepts such as justice, rights, equality, and human welfare. Kohlberg developed his theory from the research that he conducted at Harvard’s Center for Moral Education (Barger, 2000). To evaluate the moral stages, Kohlberg made a series of moral dilemmas that pit one moral value against another (Kalat, 2002). He observed the explanations, not the choices, that the subject made. The explanations were used to match the subject to one of Kohlberg’s stages. Kohlberg’s theory of levels and stages of moral reasoning is supported by findings from longitudinal and cross-cultural research. Kohlberg divided moral development into six distinguished stages which can be identified into three major levels. The first level is the level of pre-conventional morality. The first stage is defined by punishment and obedience. This stage is characterized by the elementary school level (Barger, 2000). People follow the rules of authority because they are afraid of punishment, which is related to Piaget’s identification of the stage of ego-centrism (Nucci, 2002). In this stage, people consider something to be bad if it is related with punishment. In contrast, if something brings rewards, it is considered as good.
    [Show full text]
  • A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction
    DOCUMENT RESUME ED 407 125 PS 025 355 AUTHOR 011hoff, Jim TITLE Human Development Theories: A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction. PUB DATE Jun 96 NOTE 20p. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Child Development; *Friendship; *Individual Development; *Interaction; *Interpersonal Relationship; Models; *Theories IDENTIFIERS *Developmental Theory; Erikson (Erik); Fowler (James); Freud (Sigmund); Kohlberg (Lawrence); Piaget (Jean); Selman (Robert) ABSTRACT This paper explores several theories of human development, with particular attention to the development of social interaction. Part 1 compares and contrasts major developmental theories, including those of Freud, Erikson, Piaget, Kohlberg, Kegan, Fowler, and Selman. From birth to 1 year, infants are laying the foundation that will guide their later social interactions. Between years 2 and 5 the beginnings of autonomy and the dominance of egocentrism can be observed. Children ages 6 to 12 show concrete thinking, the emergence of the self-concept, the freedom from impulses, and the need to be successful. Youth, age 13 and older, show many precursors of adult attitudes and behaviors, with identity formation as a major issue, the possibility of abstract thought, and the beliefs of the community as a source of strength. Part 2 applies those theories to the expanding understanding of friendship, emphasizing the friendships of school-age children. Self-acceptance plays a crucial role in social interaction development. In Stage 1 of friendships, birth to 2 years, children play in each other's presence rather than with each other. Stage 2, ages 2 to 5, involves quickly changing friendships, characterized by creativity, joint fantasy, and shared imagination.
    [Show full text]
  • 7. Piaget, Kohlberg, Gilligan, and Others on Moral Development
    7. Piaget, Kohlberg, Gilligan, and Others on governing the game of marbles fulfill all the defining conditions of a moral system. The rules control how individuals behave toward Moral Development one another in terms of the actions which comprise the game, they Copyright 2005, 2006 J. S. Fleming, PhD determine individual and property rights, and they are a cultural _______ product which has been passed down from generation to generation . The rules have been developed largely by children. When confronted with a group of parents who asked me “How can we help make our children virtuous?” I had to Therefore, the child’s conception of the game . is subject to little answer as Socrates, “You must think I am very fortunate to adult influence.” know how virtue is acquired. The fact is that far from knowing (As an interesting side note it should be mentioned that whether it can be taught, I have no idea what virtue really is.”. It appears, then, that we must either be totally silent about studying game strategies to learn about behavior and morality is moral education or else speak to the nature of virtue. now very much an accepted part of research in psychology and –Lawrence Kohlberg 1 economics. Game theory can be used to simulate competitive or ________ cooperative conditions in which either selfish strategies benefit only the individual, or cooperative strategies can mutually benefit all parties, as in Robert Trivers (1971) studies of reciprocal I. Piaget on Moral Development altruism – see Robert Wright’s, 1994, The Moral Animal for other game theoretical studies of human behavior.
    [Show full text]
  • Chapter Seven Kohlberg's Stages of Moral Development
    W.C. Crain. (1985). Theories of Development. Prentice-Hall. pp. 118-136. CHAPTER SEVEN KOHLBERG'S STAGES OF MORAL DEVELOPMENT BIOGRAPHICAL INTRODUCTION An outstanding example of research in the Piagetian tradition is the work of Lawrence Kohlberg. Kohlberg has focused on moral development and has proposed a stage theory of moral thinking which goes well beyond Piaget's initial formulations. Kohlberg, who was born in 1927, grew up in Bronxville, New York, and attended the Andover Academy in Massachusetts, a private high school for bright and usually wealthy students. He did not go immediately to college, but instead went to help the Israeli cause, in which he was made the Second Engineer on an old freighter carrying refugees from parts of Europe to Israel. After this, in 1948, he enrolled at the University of Chicago, where he scored so high on admission tests that he had to take only a few courses to earn his bachelor's degree. This he did in one year. He stayed on at Chicago for graduate work in psychology, at first thinking he would become a clinical psychologist. However, he soon became interested in Piaget and began interviewing children and adolescents on moral issues. The result was his doctoral dissertation (1958a), the first rendition of his new stage theory. Kohlberg is an informal, unassuming man who also is a true scholar; he has thought long and deeply about a wide range of issues in both psychology and philosophy and has done much to help others appreciate the wisdom of many of the "old psychologists," such as Rousseau, John Dewey, and James Mark Baldwin.
    [Show full text]
  • Educational Learning Theories Molly Zhou Dalton State College, [email protected]
    GALILEO, University System of Georgia GALILEO Open Learning Materials Education Open Textbooks Education Spring 2015 Educational Learning Theories Molly Zhou Dalton State College, [email protected] David Brown Dalton State College, [email protected] Follow this and additional works at: http://oer.galileo.usg.edu/education-textbooks Part of the Educational Psychology Commons Recommended Citation Zhou, Molly and Brown, David, "Educational Learning Theories" (2015). Education Open Textbooks. Book 1. http://oer.galileo.usg.edu/education-textbooks/1 This Open Textbook is brought to you for free and open access by the Education at GALILEO Open Learning Materials. It has been accepted for inclusion in Education Open Textbooks by an authorized administrator of GALILEO Open Learning Materials. For more information, please contact [email protected]. Open Textbook Dalton State College UNIVERSITY SYSTEM OF GEORGIA Molly Zhou, David Brown Educational Learning Theories Educational Learning Theories Molly Zhou Dalton State College David Brown Dalton State College December, 2014 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. 2 Permission for Use Acknowledgements Grateful acknowledgement is made to the following sources for Permission for Use by authors or proper copy right holders: Chapter 1 Source: Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieve from http://epltt.coe.uga.edu/ Chapter 2 Source: Wood, K. C., Smith, H., & Grossniklaus, D. (2001). Piaget's stages of cognitive development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
    [Show full text]
  • Moral Development Study in the 21St Century
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications, Department of Psychology Psychology, Department of 2005 Introduction: Moral Development Study in the 21st Century Carolyn P. Edwards University of Nebraska-Lincoln, [email protected] Gustavo Carlo University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/psychfacpub Part of the Psychiatry and Psychology Commons Edwards, Carolyn P. and Carlo, Gustavo, "Introduction: Moral Development Study in the 21st Century" (2005). Faculty Publications, Department of Psychology. 359. https://digitalcommons.unl.edu/psychfacpub/359 This Article is brought to you for free and open access by the Psychology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications, Department of Psychology by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in MORAL MOTIVATION THROUGH THE LIFE SPAN: VOLUME 51 OF THE NEBRASKA SYMPOSIUM ON MOTIVATION, ed. Richard Dienstbier, Gustavo Carlo, and Carolyn Pope Edwards. Lincoln, NE: University of Nebraska Press, 2005. Copyright 2005 University of Nebraska Press. Used by permission. Introduction: Moral Development Study in the 21st Century Carolyn Pope Edwards and Gustavo Carlo University of Nebraska-Lincoln Questions of right and wrong, good and bad, lawful and unlaw­ ful, have been debated by philosophers, theologians, scholars, and ordinary people since ancient times. The moral domain represents humanity's answers to three questions: What is the right thing to do? How is the best state of affairs achieved? What qualities make for a good person? However, the scientific investigation of the moral life has a much shorter intellectual history than does philosophical and religious reflection; nevertheless, it is not new.
    [Show full text]
  • Educational Learning Theories
    Educational Learning Theories Molly Zhou Dalton State College David Brown Dalton State College December, 2014 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. 2 Permission for Use Acknowledgements Grateful acknowledgement is made to the following sources for Permission for Use by authors or proper copy right holders: Chapter 1 Source: Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieve from http://epltt.coe.uga.edu/ Chapter 2 Source: Wood, K. C., Smith, H., & Grossniklaus, D. (2001). Piaget's stages of cognitive development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/ Chapter 3 Source: Denler, H., Wolters, C., & Benzon, M. (2014). Social cognitive theory. Retrieved from http://www.education.com/reference/article/social-cognitive-theory/ Chapter 4 Source: Alpay, E. (n.d.). The contribution of Vygotsky’s theory to our understanding of the relation between the social world and cognitive development. Retrieved from http://www.imperial.ac.uk/chemicalengineering/common_room/files/psyched_5.pd f Chapter 5 Source: Absolute Astronomy. (n.d.). Kohlberg’s stages of moral development. Retrieved from http://www.absoluteastronomy.com/topics/Kohlberg%27s_stages_of_moral_develo pment Chapter 6 Source: Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Experiential_Learning Chapter 7 Source: Integrated Ecological Systems and Framework. (n.d.). Retrieved from https://sites.google.com/site/humandevelopmentlearning/integrated-framework Chapter 8 Source: Huitt, W.
    [Show full text]
  • Developmental Psychology --=------,==- -9
    Developmental Psychology --=-- - ---,==- -9- KEY TERMS Developmental Authoritative parents Schemata psychologist Oral stage Assimilation Nature versus nurture Anal stage Accommodation Cross-sectional research Phallic stage Sensorimotor stage Longitudinal research Genital stage Object permanence Teratogens Erik Erikson's psychosocial Preoperational stage Fetal alcohol syndrome developmental theory Egocentric (FAS) Trust versus mistrust Concrete operations Newborn reflexes Autonomy versus shame Concepts of conservation Attachment and doubt Formal operations Harry Harlow's attachment Initiative versus guilt Metacognition research Industry versus inferiority Lawrence Kohlberg's Mary Ainsworth's strange Identity versus role moral developmental situation confusion theory Secure attachments Intimacy versus isolation Preconventional stage Avoidant attachments Generativlty versus stag­ Conventional stage Anxious/ambivalent nation Postconventional stage attachments Integrity versus despair Authoritarian parents Jean Piaget's cognitive Permissive parents developmental theory KEY PEOPLE Konrad Lorenz Lev Vygotsky Alfred Binet Harry Harlow Sigmund Freud Lawrence Kohlberg Mary Ainsworth Erik Erikson Carol Gilligan Diana Baumrind Jean Piaget OVERVIEW In a way, developmental psychology is the most comprehensive topic psychologists attempt to research. Developmental psychologists study how our behaviors and thoughts change over our entire lives, from birth to death (or conception to cremation). Consequently, developmental psy­ chology involves many concepts
    [Show full text]
  • Theoretical Models of Learning and Human Development Assignment 50 Points New Due Date: February 27 Directions: Using the List
    Theoretical Models of Learning and Human Development Assignment 50 Points New due date: February 27 Directions: Using the list below, each member of your group will select one learning theorist and one human development theorist. This means that each member will have a different theorist from the other members in the group. You will research the ways the theorists’ ideas impacted education, and contributed to learning theory and/or human development in connection to pedagogical practices and developmentally appropriate instructional strategies. From your research, create a graphic organizer using a tool from uateach.com that you will use to teach your group members about your findings. The graphic organizer should be completely filled with useful information. Please do not have sentence frames or places to write down information as you would if you used the graphic organizer as an instructional tool – you are summarizing the key information for your group members to assist them during a jigsaw activity. On the due date, you will meet with your PLC members to discuss the different theorist, their contributions to the field of education, and the influence that the theorist have had on pedagogical practices for your content area. Please use at least one resource for each of your assigned theorists and cite the source(s) at the bottom of each graphic organizer. Learning Theorist Human Development Theorist Lev Vygotsky Jean Piaget Jerome Bruner Erik Erikson Jean Lave Lawrence Kohlberg B.F. Skinner Sigmund Freud Albert Bandura Urie Bronfenbrenner .
    [Show full text]
  • Bethel College Convocations
    Bethel College Convocations [This list is constructed from the published convocation brochures, which obviously don’t reflect last-minute changes to the convo schedule. Thus the list isn’t necessarily completely accurate.] Fall 1972 [This appears to be the first of the convo brochures of the form that is still being used in 2000.] Sep 8: Harold J. Schultz, opening address Sep 11: Kevin Shea, “On Protecting the Environment” Sep 15: Gerrit Wormhoudt, “On Using the Environment” Sep 18: Arthur F. Holmes, Staley lectures Sep 22: All College Forum, “This Space Ship Earth” Sep 25: Duane Friesen, “The Christian and Politics” Sep 29: Richard Walker, “On the Political Life” Oct 2: All College Forum, “Mixing Politics and Christianity” Oct 6: Lawrence Hart, “On Being American Indian” Oct 9: Berniece Hutcherson, “On Being Black in America” Oct 13: Miguel Almanza, “On Being Mexican-American” Oct 16: All College Forum, “The Tyranny of the Majority” Oct 20: Walter Klaassen, Fall Fest convo Oct 23: Keith Sprunger, “On Academic Freedom” Oct 27: All College Forum, “The Academic Revolution” Oct 29-31: Heinhold Fast, Menno Simons lectures Nov 6: All College Forum, “The Relevance of a Heritage” Nov 10: drama [what was it?] Nov 13: Owen Gingerich, “Is There Life in Other Worlds?” Nov 17: All College Forum, “The Earth is the Lord’s” Nov 20: Music Dept. concert Nov 27: Robert Regier, “Art and the Environment” Dec 1: All College Forum, “Art and Nature” Dec 4: Marion Deckert, “Go to College and See the World” Dec 8: International students, “Culture Shock” Dec 11: All College Forum, “Our Shrinking Planet” Spring 1973 Feb 2: Wichita State University Theater, “Taming of the Shrew” Feb 5: Vinton R.
    [Show full text]