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Democratic Ethos Initially
is is sufficient to acknowledge that people ought to be involved in the decisions that effect them.
However, the Democratic
Ethos also includes a profound respect for the individual person, the human potential of each of us,
and a balance of liberty and justice.
In more recent years, the democratic ethos has been extended to protect the civil
rights of a growing group of minorities.
Invitational Education has roots in classical philosophy as articulated by Confucius,
Buddah, Lao-Tze, Plato, Christ and others associated with the enlightenment.
A key guideline comes down to - Treat all
people as humans, inviting them to their limitless potential, not as objects.....
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Perceptual Tradition Invitational
Education is strengthened by an initial recognition that people act on their perceptions, not on any externally defined reality.
Perspective matters, as artists, writers, and historians have long demonstrated.
Early philosophers gave
serious attention to the strengths and weaknesses of relying on the senses for truth, and the need to balance the senses with
reasoning.
Self-Concept Tradition Related
to the Perceptual Tradition, above, is the recognition that at the core of each person's perceptual world are the perceptions
about one's self. Self-Concept is the picture people construct, and continually re-construct, of who they are and
how they fit into the world they perceive.
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The 5 Ps
People It
is generally acknowledged that People are most important, but that Place is a popular starting point because simple
but visible results can be quickly achieved.
Places Again, an easy and effective starting point.
Students mostly appreciate the presence of a picture of themselves, smiling, somewhere in the school. But many other
aspects of place have an impact far beyond 'atmosphere' For example, involving students in 'decorating'
the classroom, the door, and key other public places helps establish their sense of belonging and ownership. Processes Most
thriving schools seem to have authentic processes of reflection and involvement in decisions: Morning
or Class Meetings for Students Either Learning Circles or Professional Learning
Communities for Faculty
Programs Invitational
Education has demonstrated an easy compatibility, and a positive synergy, with many recognized external programs. Increasingly, program selection
and implementation can be guided by research results, so 'Best Practices' for nearly any initiative
can be identified and considered.
Policies Authentic
alignment, and vertical support for the underlying assumptions and values of Invitational
Education is unfailingly demonstrated by appropriate policies, in successful schools. Perhaps
the official curriculum is one of the most important policies to be considered, but other
policies are strong factors also.
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I.E. Core Values & Assumptions
Invitational Education is a metaphor for an emerging model of the education process consisting of five value-based assumptions
about people and their potential. Purkey & Novak 2008
Optimism Trust Respect Care Intentionality
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Go to Advanced Invitational Education Page
Key References: Fundamentals of Invitational Education
(2008) by William Purkey & John Novak
Becoming an Invitational Leader (2003) by William Purkey
& Betty Siegel
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