Democracy, dialogism, therapy, progressivism, anarchism, and other values in Martin Duberman’s innovative pedagogy
Article Sidebar
Main Article Content
Abstract
My essay aims to develop my authorial map-account of Martin Duberman’s various educational paradigms manifest in his experimental seminars at Princeton University, Hunter College, and Lehman College CUNY, 1966-1971 (and beyond) that I abstracted from his claims about his innovative educational teaching. I tried to develop a terrain of educational philosophical paradigms that shaped his goals, judgments, definitions of success, frustrations, and so on, and engage in a dialogic analysis of this terrain. His innovative pedagogy was driven by diverse and often conflicting educational philosophies involving democracy, dialogism, and therapy, among other values. I discuss the synergies and conflicts of these values in Duberman’s pedagogy.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
- Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
- The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
- Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
- The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
- Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
- The Author represents and warrants that:
- the Work is the Author’s original work;
- the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
- the Work is not pending review or under consideration by another publisher;
- the Work has not previously been published;
- the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
- the Work contains no libel, invasion of privacy, or other unlawful matter.
- The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Revised 7/16/2018. Revision Description: Removed outdated link.
References
Arendt, H. (1958). The human condition. Chicago: University of Chicago Press.
Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley Pub. Co.
Bakhtin, M. M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press.
Bakhtin, M. M. (1991). The dialogic imagination: Four essays by M. M. Bakhtin (C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.
Bakhtin, M. M. (1993). Toward a philosophy of the act (V. Liapunov, Trans. 1st ed.). Austin: University of Texas Press.
Bakhtin, M. M. (1999). Problems of Dostoevsky's poetics. Minneapolis: University of Minnesota Press.
Bateson, G. (1987). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Northvale, NJ: Aronson.
Berlin, I., Hardy, H., & Kelly, A. (1978). Russian thinkers. London: Hogarth Press.
Bruffee, K. A. (1972). The way out: A critical survey of innovations in college teaching, with special reference to the December, 1971, Issue of College English. College English, 33(4), 457-470.
Bruner, J. (1986). Actual minds, possible words. Cambridge, MA: Harvard University Press.
Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. New York: Teachers College Press.
Duberman, M. B. (1969). An Experiment in Education. In M. B. Duberman (Ed.), The uncompleted past (pp. 259-294). New York, NY: Random House.
Duberman, M. B. (1996). Midlife queer: Autobiography of a decade, 1971-1981. New York: Scribner.
Duberman, M. B. (2002a). Cures: A gay man's odyssey. Boulder, CO: Westview.
Duberman, M. B. (2002b). Left out: The politics of exclusion: Essays, 1964-2002. Cambridge, MA: South End Press.
Duberman, M. B. (2002c). The shifting mood on campus in the seventies. In M. Duberman (Ed.), Left out: The politics of exclusion: Essays, 1964-2002 (pp. 237-254). Cambridge, MA: South End Press.
Duberman, M. B. (2009a). Black Mountain: An exploration in community. Evanston, IL: Northwestern University Press.
Duberman, M. B. (2009b). Waiting to land: A (mostly) political memoir, 1985-2008. New York: New Press.
Elbow, P. (1971). Exploring my teaching. College English, 32(7), 743-753.
Foucault, M. (1988). The ethic of care for the self as a practice of freedom: An interview. In J. W. Bernauer & D. M. Rasmussen (Eds.), The Final Foucault (pp. 1–20). Cambridge, MA: MIT Press.
Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning: A definition. ALT-J, 3(2), 5-34.
Grant, G., & Riesman, D. (1978). The perpetual dream: Reform and experiment in the American college. Chicago: University of Chicago Press.
Gray, P. (2013). Free to learn: Why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. New York: Basic Books.
Gray, P., Riley, G., & Curry-Knight, K. (2021). Former students' evaluations of experiences at a democratic school: Roles of the Democratic Processes, Staff, and the Community of Students. Other Education, 10(2), 4-25. Retrieved from https://www.othereducation.org/index.php/OE/article/view/305/304
Greenberg, D. (1991). Free at last: The Sudbury Valley School. Framingham, MA: Sudbury Valley School Press.
Gregory, R. L., & Zangwill, O. L. (1987). The Oxford companion to the mind. New York: Oxford University Press.
Habermas, J. (1984). The theory of communicative action. Boston: Beacon Press.
Hammer, D., & van Zee, E. (2006). Seeing the science in children's thinking: Case studies of student inquiry in physical science. Portsmouth, NH: Heinemann.
Hampel, R. L. (2021). Radical teaching in turbulent times: Martin Duberman's Princeton Seminars, 1966–1970. New York: Palgrave Macmillan.
Hari, J. (2015). Chasing the scream: The first and last days of the war on drugs (First U.S. edition. ed.). New York: Bloomsbury USA.
Holt, J. C. (1976). Instead of education: Ways to help people do things better (1st ed.). New York: Dutton.
Illich, I. (1983). Deschooling society. New York: Harper Colophon.
Kant, I. (1784). An answer to the question: What is Enlightenment? Retrieved from https://www.stmarys-ca.edu/sites/default/files/attachments/files/Kant--What%20Is%20Enlightenment_.pdf
Katriel, T. (1986). Talking straight: Dugri speech in Israeli Sabra culture. New York: Cambridge University Press.
Kelly, A. (1978). Introduction: A complex vision. In I. Berlin, H. Hardy, & A. Kelly (Eds.), Russian thinkers (pp. xiii-xxiv). London: Hogarth Press.
Keynes, J. M. (1963). Economic possibilities for our grandchildren. In Essays in persuasion (pp. 358-373). New York: Norton.
Klag, P. (1994). A new look at Invitational Education. The Collaborator, 5(14), 1-2.
Labaree, D. F. (2021). How much of a problem is college teaching? Less than you’d expect. Retrieved from https://davidlabaree.com/2021/03/16/how-bad-is-college-teaching-not-as-much-as-youd-expect/
Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.
Llewellyn, G. (1998). The teenage liberation handbook: How to quit school and get a real life and education (Rev., 2nd ed ed.). Eugene, OR: Lowry House.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370-396.
Matusov, E. (2009). Journey into dialogic pedagogy. Hauppauge, NY: Nova Science Publishers.
Matusov, E. (2011). Authorial teaching and learning. In E. J. White & M. Peters (Eds.), Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe (pp. 21-46). New York: Peter Lang Publishers.
Matusov, E. (2015a). Chronotopes in education: Conventional and dialogic. Dialogic Pedagogy: An International Online Journal, 3, A65-A97, doi:10.5195/dpj.2015.107.
Matusov, E. (2015b). Comprehension: A dialogic authorial approach. Culture & Psychology, 21(3), 392-416, doi:10.1177/1354067X15601197.
Matusov, E. (2015c). Legitimacy of non-negotiable imposition in diverse approaches to education. Dialogic Pedagogy: An International Online Journal, 3, A174-A211. Retrieved from http://dpj.pitt.edu/ojs/index.php/dpj1/article/view/110/105
Matusov, E. (2018). Mapping dialogic pedagogy: Instrumental and non-instrumental education. In A. Rosa & J. Valsiner (Eds.), The Cambridge Handbook of Sociocultural Psychology (2nd ed., pp. 274-301). Cambridge, UK: Cambridge University Press.
Matusov, E. (2020a). Dialogic analysis of the teacher’s pedagogical decision-making in a lesson on the educational controversies of religious holidays in a dialogic multi-regime college classroom. In M. C. Oliveira, A. U. Branco, & S. F. Freire (Eds.), Psychology as a Dialogical Science: Self and culture mutual development (pp. 29-50). New York: Springer International Publishing.
Matusov, E. (2020b). Envisioning education in a post-work leisure-based society: A dialogic perspective. New York: Palgrave.
Matusov, E. (2020c). A student's right to freedom of education and a teacher's fiduciary obligation to support it: Reply to the commentaries. Dialogic Pedagogy: An International Online Journal, 8, SF97-SF114, doi:10.5195/dpj.2020.357.
Matusov, E. (2020d). A student’s right to freedom of education. Dialogic Pedagogy: An International Online Journal, 8, SF1-SF28, doi:10.5195/dpj.2020.356.
Matusov, E. (2021a). Progressive education is the opium of the educators. Integrative Psychological and Behavioral Science, 1-34.
Matusov, E. (2021b). The relationship between education and learning and its consequences for dialogic pedagogy. Dialogic Pedagogy: An International Online Journal, 9, E1-E19, doi:10.5195/dpj.2021.425.
Matusov, E. (2021c). Teacher as a benevolent dictator. In R. L. Hampel (Ed.), Radical Teaching in Turbulent Times: Martin Duberman's Princeton Seminars, 1966–1970 (pp. 207-226). New York: Palgrave Macmillan.
Matusov, E. (2023, in press). Community vs. society: The normative vision of sociality in joint self-education. Culture and Psychology.
Matusov, E., Baker, D., Fan, Y., Choi, H. J., & Hampel, R. L. (2017). Magic Learning Pill: Ontological and instrumental learning in order to speed up education. Integrative Psychological and Behavioral Science, 51(3), 456–476, doi:10.1007/s12124-017-9384-8.
Matusov, E., & Brobst, J. (2013). Radical experiment in dialogic pedagogy in higher education and its centaur failure: Chronotopic analysis. Hauppauge, NY: Nova Science Publishers.
Matusov, E., & Marjanovic-Shane, A. (2016). The State’s Educational Neutrality: Radical proposal for educational pluralism (Editorial). Dialogic Pedagogy: An International Online Journal, 4, E1-E26. doi:10.5195/dpj.2016.170
Matusov, E., & Marjanovic-Shane, A. (2017). Promoting students’ ownership of their own education through critical dialogue and democratic self-governance. Dialogic Pedagogy: An International Online Journal, 5, E1-E29, doi:10.5195/dpj.2017.199.
Matusov, E., & Marjanovic-Shane, A. (2019). Intrinsic education and its discontents. In L. Tateo (Ed.), Educational dilemmas: A cultural psychological perspective (pp. 21-40). New York: Routledge.
Matusov, E., Marjanovic-Shane, A., & Gradovski, M. (2019). Dialogic pedagogy and polyphonic research art: Bakhtin by and for educators: Palgrave Macmillan.
Matusov, E., Marjanovic-Shane, A., Kullenberg, T., & Curtis, K. (2019). Dialogic analysis vs. discourse analysis of dialogic pedagogy: Social science research in the era of positivism and post-truth. Dialogic Pedagogy: An International Online Journal, 7, E20-E62, doi:10.5195/dpj.2019.272.
Matusov, E., & Smith, M. P. (2012). The middle-class nature of identity and its implications for education: A genealogical analysis. Integrative Psychological and Behavioral Science, 46(3), 274–295, doi:10.1007/s12124-012-9192-0.
Matusov, E., & Sullivan, P. (2020). Pedagogical violence. Integrative Psychological and Behavioral Science, 54(2), 438-464, doi:10.1007/s12124-019-09512-4.
Matusov, E., von Duyke, K., & Han, S. (2012). Community of Learners: Ontological and non-ontological projects. Outlines: Critical Social Studies, 14(1), 41-72.
Nash, R. J., & Bradley, D. L. (2012). The writer is at the center of the scholarship: Partnering me‐search and research. About Campus, 17(1), 2-11.
Neill, A. S. (1960). Summerhill: A radical approach to child rearing. New York: Hart Publishing Company.
Nikulin, D. V. (2010). Dialectic and dialogue. Stanford, CA: Stanford University Press.
Pettit, P. (2014). Just freedom: A moral compass for a complex world (First Edition. ed.). New York: W.W. Norton & Company.
Phillips, C. (2002). Socrates café: A fresh taste of philosophy. New York: W.W. Norton.
Rietmulder, J. (2019). When kids rule the school: The power and promise of democratic education. Gabriola Island, Canada: New Society Publishers.
Rogoff, B., Matusov, E., & White, C. (1996). Models of teaching and learning: Participation in a community of learners. In D. R. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 388-414). Malden, MA, US: Blackwell Publishers Inc.
Rousseau, J. J. (1979). Emile: or, On education. New York: Basic Books.
Sabey, D. B. (2021). The meaning and practice of dialogue: An ethico-onto-epistemological re-reading and exploration of Bakhtinian dialogue. (PhD Dissertation). Vanderbilt University, Nashville, TN.
Schutz, W. (1973). Joy: Expanding Human Awareness. Harmondsworth, UK: Penguin Books Ltd.
Shugurova, O., Matusov, E., & Marjanovic-Shane, A. (2022). The University of Students: A place for joint self-education. Dialogic Pedagogy: An International Online Journal, 10, E1-E42, doi:https://doi.org/10.5195/dpj.2022.497.
Sidorkin, A. M. (1999). Beyond discourse: Education, the self, and dialogue. Albany, NY: State University of New York Press.
Smith, J. (2017). The lazy teacher's handbook: How your students learn more when you teach less (2nd ed.). New York: Crown House Publishing Ltd.
Tolstoy, L. (1967). Tolstoy on education (L. Wiener, Trans.). Chicago: University of Chicago Press.
Tolstoy, L., & Blaisdell, R. (2000). Tolstoy as teacher: Leo Tolstoy's writings on education. New York: Teachers & Writers Collaborative.
Wolf, H. R. (1971). The classroom as microcosm. College English, 33(3), 259-267.