This case study discusses photos that illustrate two texts by E. Leslie Gilliams discussing Marietta Johnson‘s School of Organic Education in Fairhope, Alabama, which appeared in the April 1914 Physical Culture magazine and in the... more
This case study discusses photos that illustrate two texts by E. Leslie Gilliams discussing Marietta Johnson‘s School of Organic Education in Fairhope, Alabama, which appeared in the April 1914 Physical Culture magazine and in the November 1915 New Priscilla magazine.
Research Interests:
Patients presenting chronic musculoskeletal complaints, dysfunctions and syndromes are advised by various care providers during their recovery process. Most patients present themselves with different comorbidities and underlying... more
Patients presenting chronic musculoskeletal complaints, dysfunctions and syndromes are advised by various care providers during their recovery process. Most patients present themselves with different comorbidities and underlying dysfunctions. No guideline is available for every dysfunction and every patient's specific context/comorbidities. Since motivation plays a central role in the change of behavior and therapy compliance, good communication between all partners involved enables the best possible (medical) approach. This paper aims to propose a field model as a means of communication whereby patients are advised the same policies, definitions and reference frames (ICD and ICF) by all professionals. This field model is in parallel with the one for physicians since both have the same horizontal timeline axis: risk factors , activating factors, and complications. Whereas the medical consists of three domains on its vertical axis (neu-ropsychiatric, internal-biological, and musculoskeletal), the physiotherapeutic field model uses local tissue damage, regional muscular defense, and central/widespread reactions. Each model therefore provides nine boxes. Since the physiotherapy model overlaps the physician's third domain, their parallel use will help implement a trans-disciplinary approach. After the patient and the physiotherapist, as equivalent partners, have filled in the nine boxes, the underlying problem of the patient's complaint will be focused on. From then on, patients can read just their view and the agreed-on policy can be taken closer to the scientific guidelines. It helps patients to enable (mostly secondary) prevention. The model helps to make a shift from a 'motor theory' towards an 'action theory' concept, a really 'embodied philosophy' to tackle a bad habit.
This case study investigates F. M. Alexander's newly coined phrase "the true primary movement in each and every act," as well as the interpretations of this neologism by Alexander Technique teachers and a well-known Alexander follower who... more
This case study investigates F. M. Alexander's newly coined phrase "the true primary movement in each and every act," as well as the interpretations of this neologism by Alexander Technique teachers and a well-known Alexander follower who wrote the first biography of Alexander. The case study further discusses the fact that Alexander was of the opinion that his method(s) constitute applied "race culture," that is, applied eugenics.
This study sketches the early history of Caroline Pratt's Do-With Toys™ and her Unit Blocks.
Evelyn Dewey (1889-1965) is known as the daughter of John Dewey (1859-1952) while little has been written about her contributions as an educator and social activist in her own right. The purpose of this article is to highlight the life... more
Evelyn Dewey (1889-1965) is known as the daughter of John Dewey (1859-1952) while little has been written about her
contributions as an educator and social activist in her own right. The purpose of this article is to highlight the life and works of
Evelyn Dewey from 1909-1919 and beyond. As a political and social activist, Evelyn Dewey supported the Women’s Trade Union
League (WTUL) and the strike known as the Waistmakers’ Revolt before she began her extensive research for the book, Schools of
To-Morrow (Dewey & Dewey, 1915). She also worked for the Public Education Association and the Bureau of Educational
Experiments, as well as Columbia University. Her work for the Bureau resulted in two books, New Schools for Old (Dewey,
1919), and Methods and Results of Testing School Children (Dewey, Child, & Ruml, 1920). After 1919, Evelyn Dewey was
involved in speaking engagements concerning experimental schools and extensive writing that resulted in three books, The Dalton
Laboratory Plan (Dewey, 1922), Children of the New Day (Glover & Dewey, 1934) and Behavior Development in Infants (Dewey,
1935).
contributions as an educator and social activist in her own right. The purpose of this article is to highlight the life and works of
Evelyn Dewey from 1909-1919 and beyond. As a political and social activist, Evelyn Dewey supported the Women’s Trade Union
League (WTUL) and the strike known as the Waistmakers’ Revolt before she began her extensive research for the book, Schools of
To-Morrow (Dewey & Dewey, 1915). She also worked for the Public Education Association and the Bureau of Educational
Experiments, as well as Columbia University. Her work for the Bureau resulted in two books, New Schools for Old (Dewey,
1919), and Methods and Results of Testing School Children (Dewey, Child, & Ruml, 1920). After 1919, Evelyn Dewey was
involved in speaking engagements concerning experimental schools and extensive writing that resulted in three books, The Dalton
Laboratory Plan (Dewey, 1922), Children of the New Day (Glover & Dewey, 1934) and Behavior Development in Infants (Dewey,
1935).
Research Interests:
This final episode of a series on ‗Figurational social and cultural sciences‘ revisits in a special way the shortcomings of figurational scholars in explaining and applying one of their core concepts of Norbert Elias‘s theories, namely... more
This final episode of a series on ‗Figurational social and cultural sciences‘ revisits in a special way the shortcomings of figurational scholars in explaining and applying one of their core concepts of Norbert Elias‘s theories, namely the concept of homo clausus self-experience. Elias‘ advice was to investigate whether the skin in humans is the ‗frontier‘ between ‗inside‘ and ‗outside.‘ Physiologist and anthropologist Hans Friedenthal had already initiated such research in the past. Discussion of his work leads to a historiography of the research work of Hermann Klaatsch, Otto Hauser, Eugen Fischer, Hans Weinert and Johan Goudsblom on ideas about human ‗naked‘ skin and the use and control of fire (and smoke) in anthropogenesis. The concluding paragraph about Irenäus Eibl-Eibesfeldt‘s research of the !Ko people actually holds up a mirror to us: we must investigate the physiogenesis of homo clausus self-experiences of
contemporary people in Western European societies.
contemporary people in Western European societies.
Research Interests:
After a discussion of strong criticism made of a statement and of the work of Norbert Elias during a sociological conference in 1981 in Amsterdam, the Netherlands, it is indicated that this series of articlesdoes not include so-called... more
After a discussion of strong criticism made of a statement and of the work of Norbert Elias during a sociological conference in 1981 in Amsterdam, the Netherlands, it is indicated that this series of articlesdoes not include so-called ‘biologisms.’ Afterwards, attention is paid to the book Anthropogenese by Anton Pannekoek with (further) hypotheses concerning ‘detours’ in thinking’ and ‘detours in action’ in hominin
and human behavior involved in the tool use by hominins and humans. Related to this, work by Dieter Claessens on the history of using tools is also discussed, as an introduction to Frans Veldman’s hypotheses about haptic qualities of hominins and humans. For example, people can ‘feel’ through tools and objects that they hold in their hands, thus shifting the boundary between ‘inside and outside the body’ outwards, incorporating living beings and inanimate objects into their self-experiences, as it were.
and human behavior involved in the tool use by hominins and humans. Related to this, work by Dieter Claessens on the history of using tools is also discussed, as an introduction to Frans Veldman’s hypotheses about haptic qualities of hominins and humans. For example, people can ‘feel’ through tools and objects that they hold in their hands, thus shifting the boundary between ‘inside and outside the body’ outwards, incorporating living beings and inanimate objects into their self-experiences, as it were.
Research Interests:
Since the 1980s, anatomists, paleoanthropologists, and other scientists, including figurational social andcultural scientists, as well as science writers, have commented on the finds of fossilized hominin bones. For example, C. Owen... more
Since the 1980s, anatomists, paleoanthropologists, and other scientists, including figurational social andcultural scientists, as well as science writers, have commented on the finds of fossilized hominin bones. For example, C. Owen Lovejoy, Henry McHenry, John E. Pfeiffer and Nancy Makepeace Tanner extrapolated from such finds possible ways of living of, for example, Australopithecus afarensis individuals. Earlieranthropologists Paul Alsberg and Dieter Claessens already outlined hypotheses about the special place thatearly hominins occupied in the world about 4 to 2 million years ago. Ancestors of humans developed tool use and defended themselves against predators, attacked and expelled them. According to Alsberg and
Claessens these hominins did not do this with their bodies, that is, for example, with large canines, or with strong, sharp claws, but by using objects that did not belong to their bodies, that were not (part of) their
bodies: for example, sticks, branches and stones. Figurational sociologists Norbert Elias and Johan Goudsblom spoke (in this context of making and using tools) about ‘making detours.’ They actually linked up with what astronomer Anton Pannekoek wrote in 1945 about anthropogenesis, where so-called detours via detachment involved both ‘detours in thinking’ and ‘detours in actions.'
Claessens these hominins did not do this with their bodies, that is, for example, with large canines, or with strong, sharp claws, but by using objects that did not belong to their bodies, that were not (part of) their
bodies: for example, sticks, branches and stones. Figurational sociologists Norbert Elias and Johan Goudsblom spoke (in this context of making and using tools) about ‘making detours.’ They actually linked up with what astronomer Anton Pannekoek wrote in 1945 about anthropogenesis, where so-called detours via detachment involved both ‘detours in thinking’ and ‘detours in actions.'
Research Interests:
This case study introduces and discusses „the homo clausus self-experience of contemporary people in Western European societies‟ — a central conceptualization result of the so-called „Amsterdam School of Sociology,‟ based on the insights... more
This case study introduces and discusses „the homo clausus self-experience of contemporary people in Western European societies‟ — a central conceptualization result of the so-called „Amsterdam School of Sociology,‟ based on the insights and works of philosopher and sociologist Norbert Elias.
Research Interests:
This case study introduces and discusses „the homo clausus self-experience of contemporarypeople in Western European societies‟ — a central conceptualization result of the so-called „Amsterdam School of Sociology,‟ based on the insights... more
This case study introduces and discusses „the homo clausus self-experience of contemporarypeople in Western European societies‟ — a central conceptualization result of the so-called „Amsterdam School of Sociology,‟ based on the insights and works of philosopher and sociologist Norbert Elias.
Research Interests:
This case study describes the acidification of precipitation, soil and water in the eastern regions of the Dutch province of North Brabant as a result of ammonia released from manure produced in intensive livestock farming, introducing... more
This case study describes the acidification of precipitation, soil and water in the eastern regions of the Dutch province of North Brabant as a result of ammonia released from manure produced in intensive livestock farming, introducing the theme of studying the importance of changing ways in which people interact with each other, with themselves and with their environment, leading to a discussion of the aims of "Figurational Sociology," based on the insights and works of philosopher and sociologist Norbert Elias.
Research Interests:
This case study describes the quest to find out whether philosopher and educator John Dewey took the top photo of two photos facing page 30 of Evelyn and John Dewey‟s Schools of To-Morrow in thechapter discussing Marietta Johnson‟s School... more
This case study describes the quest to find out whether philosopher and educator John Dewey took the top photo of two photos facing page 30 of Evelyn and John Dewey‟s Schools of To-Morrow in thechapter discussing Marietta Johnson‟s School of Organic Education in Fairhope, Alabama.
Research Interests:
This case study discusses photos that illustrate two texts by E. Leslie Gilliams discussing Marietta Johnson‘s School of Organic Education in Fairhope, Alabama, which appeared in the April 1914 Physical Culture magazine and in the... more
This case study discusses photos that illustrate two texts by E. Leslie Gilliams discussing Marietta Johnson‘s School of Organic Education in Fairhope, Alabama, which appeared in the April 1914 Physical Culture magazine and in the November 1915 New Priscilla magazine.
Research Interests:
This case study cites the only known letter of Aldous Huxley to F. Matthias Alexander. The letter reveals that in Dr. Jean Baptiste Claverie taught Huxley the Bates Method of eye exercises in 1938. At the time, Claverie -- a French WWI... more
This case study cites the only known letter of Aldous Huxley to F. Matthias Alexander. The letter reveals that in Dr. Jean Baptiste Claverie taught Huxley the Bates Method of eye exercises in 1938. At the time, Claverie -- a French WWI war hero who had studied osteopathy and the Bates Method of eye exercises -- had a flourishing practice in Los Angeles where he treated eye disorders like hyperopia, strabismus, and myopia. Research leans that Huxley in 1939 switched teachers of the Bates Method and became a pupil of Bates Method teacher Margaret Corbett.
Research Interests:
Much has been written about the life and works of Helen Marot involving her work as Secretary of the New York branch of the Women’s Trade Union League. Little has been on paper about her influence on educational renewal and progressive... more
Much has been written about the life and works of Helen Marot involving her work as Secretary of the New York branch of the Women’s Trade Union League. Little has been on paper about her influence on educational renewal and progressive education. Yet, throughout the first two decades of the twentieth century, Helen Marot was certainly also involved in educational endeavors. This case study describes the life and educational works of Helen Marot during this period, which have been underreported in the literature. Although this paper will mention and address Marot’s numerous political activities, the authors’ focus is on showing how the early developments in her life pertain to her later educational contributions.
In 1916, three educational reformers founded the Bureau of Educational Experiments. Between 1916 and 1919, the Bureau had no clear direction. On the one hand, they offered a clearinghouse gathering and distributing educational... more
In 1916, three educational reformers founded the Bureau of Educational Experiments. Between 1916 and 1919, the Bureau had no clear direction. On the one hand, they offered a clearinghouse gathering and distributing educational information, issuing bulletins, preparing exhibitions, and maintaining a specialized library. On the other hand, they subsidized, initiated, and conducted a range of educational experiments. Before Bureau members eventually found their direction in 1919, they scored a few successes and had their share of failures. One outstanding failure concerns Lucy Sprague Mitchell’s plan to investigate F. Matthias Alexander’s breathing and habit changing procedures
Research Interests:
This case study investigates anecdotes and claims about Alexander Technique founding father Frederick Matthias Alexander who allegedly " treated " numerous eminent Edwardian London actresses and actors. Research shows it is... more
This case study investigates anecdotes and claims about Alexander Technique founding father Frederick Matthias Alexander who allegedly " treated " numerous eminent Edwardian London actresses and actors. Research shows it is advisable to question those stories and claims.
Research Interests:
This descriptive case study reviews literature that may fill gaps in the biography of Marietta L. Johnson (1864-1938) from 1913-1918. This study discusses three questions: Was John Dewey the first Marietta Johnson fan at Columbia... more
This descriptive case study reviews literature that may fill gaps in the biography of Marietta L. Johnson (1864-1938) from 1913-1918. This study discusses three questions: Was John Dewey the first Marietta Johnson fan at Columbia University, or was it William H. Kilpatrick? When did Marietta Johnson become principal of the Lanier School — The Little School in the Woods — in Greenwich, Connecticut? What exactly was Marietta Johnson doing in 1917 and the early months of 1918? This case study tells three stories that have not been analyzed before.
Research Interests:
The discovery of a signed letter by Crimean nursing heroine Mary Seacole to a War Office official may give an important clue that she was lobbying to be allowed to nurse British soldiers in India. Together with a letter from another... more
The discovery of a signed letter by Crimean nursing heroine Mary Seacole to a War Office official may give an important clue that she was lobbying to be allowed to nurse British soldiers in India. Together with a letter from another anonymous nurse, and contemporary news reports, it reveals and active and well regarded nurse leader who knew how to network.
Research Interests:
Research Interests:
On earth so-called mechanical body overload, causing tissue strain, tissue damage and fatigue, is considered to be a major cause of physical complaints including neck and lower back pain. Mechanical strain related to body posture has been... more
On earth so-called mechanical body overload, causing tissue strain, tissue damage and fatigue, is considered to be a major cause of physical complaints including neck and lower back pain. Mechanical strain related to body posture has been shown to play a significant role in ongoing, widespread pain and fatigue (patients prefer to lie down while limiting standing and sitting). Understandably, the link to gravity's vertical vector is quickly made. The authors felt it would be an interesting question to ask, "What would happen to pain and ongoing fatigue when in orbit, in a micro-gravity environment, lacking the earth's dominating vertical vector?" Surprisingly, results show that in micro-gravity both pain and fatigue are found occurring frequently. Data obtained from a literature review regarding both complaints in microgravity provides evidence for a change of perspective. This review's focus, confined to type-1 and type-2 muscle fiber type, highlighted a shift in muscle physiology specific to astronauts when in a microgravity environment. A similar shift in muscle fiber physiology among chronic low back patients and patients suffering from chronic fatigue syndrome exists on earth. It is proposed that biomechanics, as commonly implemented and interpreted based on levers, might be better informed by including a concept based on biotensegrity. This could be used to propose novel therapeutic approaches to address both local, regional and widespread pain as well as ongoing fatigue.
Research Interests:
This case study discusses media attention directed at Marietta Johnson and her School of Organic Education in Fairhope, Alabama from 1907-1916.
Research Interests:
This case study discusses media attention directed at Marietta Johnson and her School of Organic Education in Fairhope, Alabama from 1907-1916.
Research Interests:
This case study lists and mentions literature on Mary Seacole and mainly quotes literature that has not previously been mentioned in Seacole literature.
This (third and final part of a three-part) case study loosely examines the results of several new ways of doing research — through sites such as Amazon.com, Ebay.com, Google.com, PriceMinister.com, Trove.nla.gov.au/newspaper,... more
This (third and final part of a three-part) case study loosely examines the results of several new ways of doing research — through sites such as Amazon.com, Ebay.com, Google.com, PriceMinister.com, Trove.nla.gov.au/newspaper, Used.addall.com, and Worldcat.org.
This (second part of a three-part) case study loosely investigates results of several new avenues of doing research — via Abebooks.com, Bookfinder.com, Ebay.com, Fultonhistory.com and other websites.
This (first part of a three-part) case study loosely investigates the results of several new avenues of doing research-via Amazon.com, Ebay.com and other websites. Key Words: Do-With Toys™; fashion and dress history; the history of toy... more
This (first part of a three-part) case study loosely investigates the results of several new avenues of doing research-via Amazon.com, Ebay.com and other websites. Key Words: Do-With Toys™; fashion and dress history; the history of toy design; new avenues of conducting research; The Woman Voter and The Newsletter.
Research Interests:
Patients presenting chronic musculoskeletal complaints, dysfunctions and syndromes are advised by various care providers during their recovery process. Most patients present themselves with different comorbidities and underlying... more
Patients presenting chronic musculoskeletal complaints, dysfunctions and syndromes are advised by various care providers during their recovery process. Most patients present themselves with different comorbidities and underlying dysfunctions. No guideline is available for every dysfunction and every patient's specific context/comorbidities. Since motivation plays a central role in the change of behavior and therapy compliance, good communication between all partners involved enables the best possible (medical) approach. This paper aims to propose a field model as a means of communication whereby patients are advised the same policies, definitions and reference frames (ICD and ICF) by all professionals. This field model is in parallel with the one for physicians since both have the same horizontal timeline axis: risk factors , activating factors, and complications. Whereas the medical consists of three domains on its vertical axis (neu-ropsychiatric, internal-biological, and musculoskeletal), the physiotherapeutic field model uses local tissue damage, regional muscular defense, and central/widespread reactions. Each model therefore provides nine boxes. Since the physiotherapy model overlaps the physician's third domain, their parallel use will help implement a trans-disciplinary approach. After the patient and the physiotherapist, as equivalent partners, have filled in the nine boxes, the underlying problem of the patient's complaint will be focused on. From then on, patients can read just their view and the agreed-on policy can be taken closer to the scientific guidelines. It helps patients to enable (mostly secondary) prevention. The model helps to make a shift from a 'motor theory' towards an 'action theory' concept, a really 'embodied philosophy' to tackle a bad habit.
This case study cites the only known letter of Aldous Huxley to F. Matthias Alexander. The case study also discusses the background of this Huxley letter to Alexander.
Research Interests:
Until the 21st century, the so-called progressive education movement in the United States was most often attributed to dead white men, especially John Dewey and others, including Colonel Francis Parker, William Heard Kilpatrick, and... more
Until the 21st century, the so-called progressive education movement in the United States was most often attributed to dead white men, especially John Dewey and others, including Colonel Francis Parker, William Heard Kilpatrick, and Harold Rugg (Cremin, 1961). More recently, Lucy Sprague Mitchell, Caroline Pratt and other women have also been given credit as founders of progressive education (Aldridge & Christensen, 2013; Sadovnik & Semel (Eds.), 2002; Staring, 2013, 2014, 2016). Less attention has been given to the psychological underpinnings that informed progressive schools. This case study briefly reviews some of the psychological foundations of progressive education and documents the contributions of Dr. Beatrice Hinkle, M.D. the first woman pioneer of analytical psychology in the United States, to the early progressive school movement.
Research Interests:
This case study investigates anecdotes and claims about Alexander Technique founding father Frederick Matthias Alexander who allegedly " treated " numerous eminent Edwardian London actresses and actors. Research shows it is advisable to... more
This case study investigates anecdotes and claims about Alexander Technique founding father Frederick Matthias Alexander who allegedly " treated " numerous eminent Edwardian London actresses and actors. Research shows it is advisable to question those stories and claims.
Research Interests:
Research Interests:
Research Interests:
The discovery of a signed letter by Crimean nursing heroine Mary Seacole to a War Office official may give an important clue that she was lobbying to be allowed to nurse British soldiers in India. Together with a letter from another... more
The discovery of a signed letter by Crimean nursing heroine Mary Seacole to a War Office official may give an important clue that she was lobbying to be allowed to nurse British soldiers in India. Together with a letter from another anonymous nurse, and contemporary news reports, it reveals and active and well regarded nurse leader who knew how to network.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
This dissertation constitutes a contribution to the history of education. It describes grassroots educational reform initiatives that took place in the United States, especially in New York City, during the Progressive Era. It also... more
This dissertation constitutes a contribution to the history of education. It describes grassroots educational reform initiatives that took place in the United States, especially in New York City, during the Progressive Era. It also reviews the efforts of the Progressive Education Association — founded in 1919 — to professionalize educational reformers and to protoprofessionalize. Central to this dissertation is the early history of the New York City Bureau of Educational Experiments (1916-1919). The Bureau was an educational clearinghouse, and it stimulated, subsidized and conducted educational experiments. The Bureau had a previously unacknowledged influence on the founding of the Progressive Education Association. The dissertation sketches the careers of two members of the Bureau: Marietta Johnson (1864-1938) and Caroline Pratt (1867-1954). Both women would become essential links in the establishment of the Progressive Education Association and the formulation of its mission. A nu...
Research Interests:
This case study discusses the controversy that arose between Randolph Bourne and John Dewey over the 1918 American edition of F. Matthias Alexander’s book ―Man’s Supreme Inheritance.‖ Not only is the history surrounding the 1918 American... more
This case study discusses the controversy that arose between Randolph Bourne and John Dewey over the 1918 American edition of F. Matthias Alexander’s book ―Man’s Supreme Inheritance.‖ Not only is the history surrounding the 1918 American and especially the 1918 British edition of the book a jumble of facts and distortions, but it seems that even now, more than a century later, secrets are coming to light, secrets that beg for an explanation. Some are explained, but a great mystery remains for which no explanation can be given: Why did John Dewey have a private letter to Randolph Bourne published in the 1918 British edition of Alexander’s book? This case study is an update of the text of a 1994 booklet discussing the 1918 Bourne-Dewey controversy, incorporating new finds into the 1994 detective tale.
Research Interests:
This case study discusses a meeting between Tasmanian actor and voice and breathing teacher F. Matthias Alexander and Australian contralto singer Violet Elliott in 1904 and indicates that by the end of 1905 Alexander and Royal Army... more
This case study discusses a meeting between Tasmanian actor and voice and breathing teacher F. Matthias Alexander and Australian contralto singer Violet Elliott in 1904 and indicates that by the end of 1905 Alexander and Royal Army Medical Corps Major Reginald F. E. Austin were jointly writing a book on breathing. The purpose of this case study is to determine whether or not Alexander was a breathing teacher when he arrived in London in 1904.
Research Interests:
A similarity of symptoms and dysfunction is clinically observed between Long COVID-19 patients and patients with autonomic dysfunctions, chronic fatigue syndrome and fibromyalgia. The content of the proposed bio-psychosocial case... more
A similarity of symptoms and dysfunction is clinically observed between Long COVID-19 patients and patients with autonomic dysfunctions, chronic fatigue syndrome and fibromyalgia. The content of the proposed bio-psychosocial case management rehabilitation program is based on the muscle fiber type composition, a novel policy aimed at priming Type-1 muscle fibers, the energy-saving function of the ligamentum nuchae, and the influence of viruses on movement patterns. The start of the program addresses how to move safely, utilizing strategies involving neuromuscular efficiency, while later, moving more. If needed, getting stronger is the third step. These three steps are aimed at structural recovery, improving quality of life and social cohesion. Getting back to work and normal lifestyle is always the end goal that is kept in mind, depending on the age of the patient. Patients are reevaluated using physical functions of some global, regional, and local anatomical areas. The inclusion and exclusion criteria at the intake are based on objectification of physical functions and some questionnaires. The program can be offered to individuals or in a group, either by direct interaction or by video call.
Research Interests:
This case study discusses media attention directed at Marietta Johnson and her School of Organic Education in Fairhope, Alabama from 1907-1916.
Research Interests:
This descriptive miniature case study presents results of an initial investigation into the history of a copy of a book written by philosopher Norbert Elias, published in 1939, with official Nazi German censorship stamp impressions from... more
This descriptive miniature case study presents results of an initial investigation into the history of a copy of a book written by philosopher Norbert Elias, published in 1939, with official Nazi German censorship stamp impressions from the WWII POW camp Stammlager XI B.
Research Interests:
This case study lists and mentions literature on Mary Seacole and mainly quotes literature that has not previously been mentioned in Seacole literature.
This (first part of a three-part) case study loosely investigates the results of several new avenues of doing research — via Amazon.com, Ebay.com and other websites.
Research Interests:
This (third and final part of a three-part) case study loosely examines the results of several new ways of doing research — through sites such as Amazon.com, Ebay.com, Google.com, PriceMinister.com, Trove.nla.gov.au/newspaper,... more
This (third and final part of a three-part) case study loosely examines the results of several new ways of doing research — through sites such as Amazon.com, Ebay.com, Google.com, PriceMinister.com, Trove.nla.gov.au/newspaper, Used.addall.com, and Worldcat.org.
Research Interests:
This case study investigates F. M. Alexander's newly coined phrase "the true primary movement in each and every act," as well as the interpretations of this neologism by Alexander Technique teachers and a wellknown Alexander... more
This case study investigates F. M. Alexander's newly coined phrase "the true primary movement in each and every act," as well as the interpretations of this neologism by Alexander Technique teachers and a wellknown Alexander follower who wrote the first biography of Alexander. The case study further discusses the fact that Alexander was of the opinion that his method(s) constitute applied "race culture," that is, applied eugenics
Research Interests:
This study sketches the early history of Caroline Pratt's Do-With Toys™ and her Unit Blocks.
Research Interests:
Evelyn Dewey (1889-1965) is known as the daughter of John Dewey (1859-1952) while little has been written about her contributions as an educator and social activist in her own right. The purpose of this article is to highlight the life... more
Evelyn Dewey (1889-1965) is known as the daughter of John Dewey (1859-1952) while little has been written about her contributions as an educator and social activist in her own right. The purpose of this article is to highlight the life and works of Evelyn Dewey from 1909-1919 and beyond. As a political and social activist, Evelyn Dewey supported the Women's Trade Union League (WTUL) and the strike known as the Waistmakers' Revolt before she began her extensive research for the book, Schools of To-Morrow (Dewey & Dewey, 1915). She also worked for the Public Education Association and the Bureau of Educational Experiments, as well as Columbia University. Her work for the Bureau resulted in two books, New Schools for Old (Dewey, 1919), and Methods and Results of Testing School Children (Dewey, Child, & Ruml, 1920). After 1919, Evelyn Dewey was involved in speaking engagements concerning experimental schools and extensive writing that resulted in three books, The Dalton Laborator...
Research Interests:
Research Interests:
Research Interests:
Until the 21st century, the so-called progressive education movement in the United States was most often attributed to dead white men, especially John Dewey and others, including Colonel Francis Parker, William Heard Kilpatrick, and... more
Until the 21st century, the so-called progressive education movement in the United States was most often attributed to dead white men, especially John Dewey and others, including Colonel Francis Parker, William Heard Kilpatrick, and Harold Rugg (Cremin, 1961). More recently, Lucy Sprague Mitchell, Caroline Pratt, and other women have also been given credit as founders of progressive education (Aldridge & Christensen, 2013; Sadovnik & Semel (Eds.), 2002; Staring, 2013, 2014, 2016). Less attention has been given to the psychological underpinnings that informed progressive schools. This case study briefly reviews some of the psychological foundations of progressive education and documents the contributions of Dr. Beatrice Hinkle, M.D. the first woman pioneer of analytical psychology in the United States, to the early progressive school movement.
Research Interests:
Walden School, a celebrated Manhattan private school, began in the Progressive Era. In the winter and spring 1913, twenty-one year old Montessori pioneer Margaret Naumburg attended the very first International Montessori Teacher Training... more
Walden School, a celebrated Manhattan private school, began in the Progressive Era. In the winter and spring 1913,
twenty-one year old Montessori pioneer Margaret Naumburg attended the very first International Montessori Teacher
Training Course in Rome, Italy. In the summer that year, in London, England, she had lessons with F. M. Alexander
— in what in 1910 he referred to as ―Re-education of the Kinæsthetic Systems‖ and in 1912 as ―Conscious Control‖
(a method with precursors in performing arts training addressing postural, vocal, repertory and habits aspects). Later
that year, Naumburg introduced a Montessori class in a Manhattan settlement house with the musician Claire
Raphael, incorporating Dalcroze music and movement instruction within the Montessori framework. In 1914,
Naumburg and Raphael began a Montessori class at Leete School, a private school for girls. Between 1914 and 1917,
Naumburg began Jungian psychoanalysis with Beatrice Moses Hinkle. As Naumburg and Raphael had done earlier
integrating movement disciplines with Montessori classes, Naumburg now incorporated psychoanalytic themes into
the school curriculum. In 1917, Naumburg relocated her classes at Leete School, opened them to boys and girls, and
called it Children’s School — renamed Walden School in 1922.
From its inception in 1914, New York City media reported on the mixed Montessori/creative
expression/psychoanalysis/Alexander inspired educational venture. Naumburg published her accounts of the school
between 1917 and 1928.
twenty-one year old Montessori pioneer Margaret Naumburg attended the very first International Montessori Teacher
Training Course in Rome, Italy. In the summer that year, in London, England, she had lessons with F. M. Alexander
— in what in 1910 he referred to as ―Re-education of the Kinæsthetic Systems‖ and in 1912 as ―Conscious Control‖
(a method with precursors in performing arts training addressing postural, vocal, repertory and habits aspects). Later
that year, Naumburg introduced a Montessori class in a Manhattan settlement house with the musician Claire
Raphael, incorporating Dalcroze music and movement instruction within the Montessori framework. In 1914,
Naumburg and Raphael began a Montessori class at Leete School, a private school for girls. Between 1914 and 1917,
Naumburg began Jungian psychoanalysis with Beatrice Moses Hinkle. As Naumburg and Raphael had done earlier
integrating movement disciplines with Montessori classes, Naumburg now incorporated psychoanalytic themes into
the school curriculum. In 1917, Naumburg relocated her classes at Leete School, opened them to boys and girls, and
called it Children’s School — renamed Walden School in 1922.
From its inception in 1914, New York City media reported on the mixed Montessori/creative
expression/psychoanalysis/Alexander inspired educational venture. Naumburg published her accounts of the school
between 1917 and 1928.
Research Interests:
Much of what has been written about the life and works of Alice Chipman Dewey (1858-1927) involved her relationship to her husband, John Dewey, and her work as one of the founders of the University of Chicago Laboratory School where she... more
Much of what has been written about the life and works of Alice Chipman Dewey (1858-1927) involved her relationship to her husband, John Dewey, and her work as one of the founders of the University of Chicago Laboratory School where she served as a teacher, the developer of curriculum, and the principal (Durst, 2010; Wolfe, 2000). Much less is known about Alice Chipman Dewey during the years 1909-1919. In the second decade of the 20 th century, Alice was involved in political, social, and educational endeavors. The purpose of this case study is to describe Alice Chipman Dewey's life and works during this period, which have been hidden or, at least, underreported in the literature. This article is dedicated to Harriet K. Cuffaro on the occasion of her 85 th birthday.
Research Interests:
Much has been written about the life and works of Helen Marot involving her work as Secretary of the New York branch of the Women’s Trade Union League. Little has been on paper about her influence on educational renewal and progressive... more
Much has been written about the life and works of Helen Marot involving her work as Secretary of the New York branch of the Women’s Trade Union League. Little has been on paper about her influence on educational renewal and progressive education. Yet, throughout the first two decades of the twentieth century, Helen Marot was certainly also involved in educational endeavors. This case study describes the life and educational works of Helen Marot during this period, which have been underreported in the literature. Although this paper will mention and address Marot’s numerous political activities, the authors’ focus is on showing how the early developments in her life pertain to her later educational contributions.
Research Interests:
In 1916, three educational reformers founded the Bureau of Educational Experiments. Between 1916 and 1919, the Bureau had no clear direction. On the one hand, they offered a clearinghouse gathering and distributing educational... more
In 1916, three educational reformers founded the Bureau of Educational Experiments. Between 1916 and 1919, the Bureau had no clear direction. On the one hand, they offered a clearinghouse gathering and distributing educational information, issuing bulletins, preparing exhibitions, and maintaining a specialized library. On the other hand, they subsidized, initiated, and conducted a range of educational experiments. Before Bureau members eventually found their direction in 1919, they scored a few successes and had their share of failures. One outstanding failure concerns Lucy Sprague Mitchell’s plan to investigate F. Matthias Alexander’s breathing and habit changing procedures.
Research Interests:
Much has been written about the educational life and works of Harriet Merrill Johnson (1867-1934) involving her work as Director of the very first laboratory nursery school in the United States and her revolutionary theories about nursery... more
Much has been written about the educational life and works of Harriet Merrill Johnson (1867-1934) involving her work as Director of the very first laboratory nursery school in the United States and her revolutionary theories about nursery education. Little to nothing has been on paper about her visiting nursing work for the Henry Street Settlement, Hartley House settlement and other institutions, her unionist work for the Women's Trade Union League, and her landmark work with the Public Education Association of the City of New York introducing visiting teachers and Binet testing in public school education. In 1916, she was one of three founders of the Bureau of Educational Experiments, the later Bank Street College of Education, renowned for its progressive teachers and educators. Already throughout the first two decades of the twentieth century, Harriet M. Johnson together with her lifelong companion Harriet Forbes formed an out-of-the-closet lesbian couple that was non-guardedly open and straightforward about their gender leaning. For several years the Forbes-Johnson duo formed a household together with another pair of women (~ the Marot-Pratt couple). Yet, they in all probability were the first candidly lesbian couple ever to adopt a child, ‗bequeathing' her with both their family names, ‗baptizing' her with a combined hyphenated family name (Forbes-Johnson), and raising her in their ‗two-mother' household. While this case study extensively describes the life of Harriet M. Johnson during the period 1900-1920, the authors certainly did not forget to examine her 1920-1934 educational theorizing about nursery education that until today without any question has been underreported in the literature — even by Bank Street College of Education. We cautiously remind readers that this is a descriptive article. Again, we sincerely hope that we encourage young researchers to build their analysis on this text!
Research Interests:
In 1916, three educational reformers founded the Bureau of Educational Experiments. Between 1916 and 1919, the Bureau had no clear direction. On the one hand, they offered a clearinghouse gathering and distributing educational... more
In 1916, three educational reformers founded the Bureau of Educational Experiments. Between 1916 and 1919, the Bureau had no clear direction. On the one hand, they offered a clearinghouse gathering and distributing educational information, issuing bulletins, preparing exhibitions, and maintaining a specialized library. On the other hand, they subsidized, initiated, and conducted a range of educational experiments. Before Bureau members eventually found their direction in 1919, they scored a few successes and had their share of failures. One outstanding failure concerns Lucy Sprague Mitchell’s plan to investigate F. Matthias Alexander’s breathing and habit changing procedures
Research Interests:
In 1931, Frederick Matthias Alexander, founding father of the Alexander Technique, who in 1894 began a career as a full-time stage artist and elocution and breathing teacher launched his book The Use of the Self explaining the history of... more
In 1931, Frederick Matthias Alexander, founding father of the Alexander Technique, who in 1894 began a career as a full-time stage artist and elocution and breathing teacher launched his book The Use of the Self explaining the history of his discovery of what he called a ―primary control of the psycho-physical mechanisms‖ (Alexander, 1932c). This case study critically describes the chronicle of Alexander's claim, notably citing the full text of a yet unreferenced letter to the editor of the Yorkshire Post written by Alexander in reaction to a book review by the young journalist Charles Davy. The case study shows how Alexander and his followers developed a strategy of self-sought isolation.
Research Interests:
This case study investigates John Dewey's role in debates on the topic of New Education and Progressive Education schools. It deals about William H. Kilpatrick's learning by projects method, Gertrude Hartman's learning by activities... more
This case study investigates John Dewey's role in debates on the topic of New Education and Progressive Education schools. It deals about William H. Kilpatrick's learning by projects method, Gertrude Hartman's learning by activities method, and the late-1920s and early-1930s Activity Program. In his writings between 1902 and 1938, Dewey advised to walk the middle path between teacher-centered education and child-or student-centered education. Surprisingly enough, his Experience and Education holds a hidden message, which promotes the so-called Alexander Technique as a means of achieving the " ideal aim of education, " that is, the " creation of power of self-control " (Dewey, 1938, p. 75).