It continues to operate as an educational and research institution, providing workshops and certificate programs, while conducting related psychological research projects and supporting publication of psychologically related documents in the Library of Professional Psychology and Ash Point Publishing. There are several ways in which you might want to become acquainted with The Professional School of Psychology.
You can read a brief account of the History of the School - starting with service to human service providers working in San Francisco, California during the late 1970s. You might instead (or in addition) want to read a summary description of the Educational Models on which the school is founded. You might also want to review the commitments made by leaders of the school regarding its mission - as embedded in the Charter of The Professional School of Psychology.
Each account offers a somewhat different perspective on our school. Each of us views the school in our own unique manner!
You can read a brief account of the History of the School - starting with service to human service providers working in San Francisco, California during the late 1970s. You might instead (or in addition) want to read a summary description of the Educational Models on which the school is founded. You might also want to review the commitments made by leaders of the school regarding its mission - as embedded in the Charter of The Professional School of Psychology.
Each account offers a somewhat different perspective on our school. Each of us views the school in our own unique manner!
Services
20th and 21st Century Education
Report
Since the late 1960s, people have talked about the rapid rate of change in our world.
Since the 1970s we have become increasingly influenced by globalization, by digitization of data, by our endangered environment, and by ways in which technology asks us to communicate with each other and view the world.
Whether or not we agree with what has been written about postmodernism in higher education (Pietrtykowski, 1996; Bloland, 1995; Prawat, 1996; Prawat, 1999; Luppicini, 2003), we can all sense that something is happening in our society.
Since the 1970s we have become increasingly influenced by globalization, by digitization of data, by our endangered environment, and by ways in which technology asks us to communicate with each other and view the world.
Whether or not we agree with what has been written about postmodernism in higher education (Pietrtykowski, 1996; Bloland, 1995; Prawat, 1996; Prawat, 1999; Luppicini, 2003), we can all sense that something is happening in our society.
The Learning Challenge
Report
We will portray a postmodern scene and trace its implications.
Imagine that you are a college student on a bus next to a tattooed, pierced man in his early twenties with torn jeans and a laptop on his knee listening to Brahms while apparently checking stock options online.
A person with a First Nations (Indian) heritage in a three-piece suit is sitting across from him reading about the softwood lumber dispute and terrorism.
At the next stop a white-haired woman in her seventies ties her bike to the rack in the front of the bus.
Imagine that you are a college student on a bus next to a tattooed, pierced man in his early twenties with torn jeans and a laptop on his knee listening to Brahms while apparently checking stock options online.
A person with a First Nations (Indian) heritage in a three-piece suit is sitting across from him reading about the softwood lumber dispute and terrorism.
At the next stop a white-haired woman in her seventies ties her bike to the rack in the front of the bus.
Model One: The Nature of Pedagogical Learning
Report
Most individuals would agree that there are two main purposes for the academy.
Higher education exists to develop new knowledge and to disseminate it.
Many of these learners are concerned with the latter purpose and assume it is achieved through teaching and learning.
In higher education we have set up a system of information exchange to accommodate this teaching and learning.
Traditionally, the academy is the source or the collecting point for knowledge.
Students come to the academy to learn - and to have their learning validated through the granting of credentials.
Higher education exists to develop new knowledge and to disseminate it.
Many of these learners are concerned with the latter purpose and assume it is achieved through teaching and learning.
In higher education we have set up a system of information exchange to accommodate this teaching and learning.
Traditionally, the academy is the source or the collecting point for knowledge.
Students come to the academy to learn - and to have their learning validated through the granting of credentials.
Model Two: The Nature of Andragogic Learning
Report
Eduard Lindeman (1926), a contemporary and friend of John Dewey, was perhaps the first to think about education beyond or outside the structure of the higher education curriculum.
A fresh hope is astir.
From many quarters comes the call to a new kind of education with its initial assumption affirming that education is life - not merely preparation for an unknown kind of future living.
Consequently all static concepts of education which relegate the learning process to the period of youth are abandoned.
A fresh hope is astir.
From many quarters comes the call to a new kind of education with its initial assumption affirming that education is life - not merely preparation for an unknown kind of future living.
Consequently all static concepts of education which relegate the learning process to the period of youth are abandoned.
Postmodernism and the Challenges Facing 21st Century Educators
Report
Much of what has been written relative to postmodernism is a critique of modernism (Baumgartner, et al., 2003, p. 38).
Because of this critical perspective, postmodernism does not lend itself to full development as a comprehensive philosophy of education.
Postmodernism is critiqued as deconstructing the ideals of modernism rather than with laying down principles concerning the development of knowledge and its relationship to higher education.
One of the criticisms that postmodernists direct at modernisim is its reliance on the development and maintenance of hierarchies.
Because of this critical perspective, postmodernism does not lend itself to full development as a comprehensive philosophy of education.
Postmodernism is critiqued as deconstructing the ideals of modernism rather than with laying down principles concerning the development of knowledge and its relationship to higher education.
One of the criticisms that postmodernists direct at modernisim is its reliance on the development and maintenance of hierarchies.
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