Alfie Kohn

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Alfie Kohn
Alfie Kohn Current Photo.jpg
Born (1957-10-15) October 15, 1957 (age 66)
Education
Occupation(s)Author and lecturer (education, psychology, and parenting)

Alfie Kohn (born October 15, 1957) is an American author and lecturer in the areas of education, parenting, and human behavior. He is a proponent of progressive education and has offered critiques of many traditional aspects of parenting, managing, and American society more generally, drawing in each case from social science research. [1]

Contents

Kohn's challenges to widely accepted theories and practices have made him a controversial figure, particularly with behaviorists, conservatives, and those who defend the practices he calls into question, such as the use of competition, incentive programs, conventional discipline, standardized testing, grades, homework, and traditional schooling. [2]

Biography

Kohn was born in Miami Beach, Florida. [3] He earned a B.A. from Brown University in Providence, Rhode Island in 1979, [4] having created his own interdisciplinary course of study, [5] and an M.A. in the social sciences from the University of Chicago in Illinois in 1980. [6] He lives in the Boston area and works as an independent scholar, [7] [8] [9] [10] writing books about research in the areas of education, parenting, and human behavior. [11]

Views

Education

Kohn's ideas on education have been influenced by the works of John Dewey and Jean Piaget. He believes in a constructivist account of learning in which the learner is seen as actively making meaning rather than absorbing information, and he argues that knowledge should be taught "in a context and for a purpose." [12] He has written that learning should be organized around "problems, projects, and questions – rather than around lists of facts, skills, and separate disciplines." [13] Along with this belief, Kohn feels that students should have an active voice in the classroom with the ability to have a meaningful impact on the curriculum, the structure of the room, and any necessary disciplinary measures. [14]

Kohn has been critical of several aspects of traditional schooling. Classroom management and discipline are, in his view, focused more on eliciting compliance than on helping students become caring, responsible problem-solvers. He has also denounced the effects of the test-driven "accountability" movement – in general, but particularly on low-income and minority students – arguing that "the more poor children fill in worksheets on command (in an effort to raise their test scores), the further they fall behind affluent kids who are more likely to get lessons that help them understand ideas." [15] More recently, Kohn has been critical of the place homework holds in the American classroom, noting that research does not support claims of any benefit from homework, academically or otherwise. [16]

Parenting

While Unconditional Parenting (2005) is Kohn's first book that deals primarily with raising children, he devoted two chapters to this topic in Punished by Rewards (1993). He discusses the need for parents to keep in mind their long-term goals for their children, such as helping them grow into responsible and caring people, rather than on short-term goals, such as obedience. The key question, he argues, is "What do kids need – and how do we meet those needs?" [17]

One of Kohn's most widely circulated[ citation needed ] articles is "Five Reasons to Stop Saying 'Good Job!'" [18] which argues that praise, like other forms of extrinsic inducements, tends to undermine children's commitment to whatever they were praised for doing (i.e., children are taught to do things in order to get praise rather than do the things because it is right to do so, or because it is enjoyable to do so). Later, he expanded this critique to suggest that positive reinforcement, like certain forms of punitive "consequences," amount to forms of conditional parenting, in which love is made contingent on pleasing or obeying the parent. [19]

Another book by Kohn, The Myth of the Spoiled Child (2014), addresses common assumptions about "overindulged" kids, "helicopter" parents, self-esteem, and self-discipline, and it criticizes what he calls "the deeply conservative ideology" behind complaints that children receive trophies, praise, and "A"s too easily.[ citation needed ]

Management

Two of Kohn's books, No Contest (1986) and Punished by Rewards (1993), address competition and "pop behaviorism" in workplaces as well as in families and schools. Both attracted considerable attention in business circles, particularly when the late W. Edwards Deming, known for inspiring the quality improvement movement in organizations, endorsed both books.[ citation needed ] Kohn spoke at conferences and individual corporations on management during the 1990s, and his work was debated in the Harvard Business Review, [20] CFO Magazine, the American Compensation Association Journal, and other publications.[ citation needed ]

Works

Kohn has published 14 books. This includes eight on issues in education (e.g., homework, standardized testing, grades, teaching styles), two on parenting, and four on general topics (e.g. human nature, competition, motivation). His books have been translated into two dozen languages.

Edited by Kohn:

DVDs of Kohn's lectures:

Kohn has written articles for academic journals,[ citation needed ] magazines and newspapers. Among the publications to which he has contributed are The Atlantic, The New York Times, Harvard Business Review, The Chronicle of Higher Education, and Parents.

Recognition


Related Research Articles

The following outline is provided as an overview of and topical guide to education:

Progressive education, or educational progressivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term progressive was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the early-industrial university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern, post-industrial experience. Most progressive education programs have these qualities in common:

<span class="mw-page-title-main">Homeschooling</span> Education of children outside of a school

Homeschooling or home schooling, also known as home education or elective home education (EHE), is the education of school-aged children at home or a variety of places other than a school. Usually conducted by a parent, tutor, or online teacher, many homeschool families use less formal, more personalized and individualized methods of learning that are not always found in schools. The actual practice of homeschooling varies considerably. The spectrum ranges from highly structured forms based on traditional school lessons to more open, free forms such as unschooling, which is a lesson- and curriculum-free implementation of homeschooling. Some families who initially attended a school go through a deschool phase to break away from school habits and prepare for homeschooling. While "homeschooling" is the term commonly used in North America, "home education" is primarily used in Europe and many Commonwealth countries. Homeschooling should not be confused with distance education, which generally refers to the arrangement where the student is educated by and conforms to the requirements of an online school, rather than being educated independently and unrestrictedly by their parents or by themselves.

<span class="mw-page-title-main">Time-out (parenting)</span> Short removal of a person for disciplinary reasons

A time-out is a form of behavioral modification that involves temporarily separating a person from an environment where an unacceptable behavior has occurred. The goal is to remove that person from an enriched, enjoyable environment, and therefore lead to extinction of the offending behavior. It is an educational and parenting technique recommended by most pediatricians and developmental psychologists as an effective form of discipline. During time-outs, a corner or a similar space is designated, where the person is to sit or stand. This form of discipline is especially popular in Western cultures.

<span class="mw-page-title-main">Unschooling</span> Educational method and philosophy; form of homeschooling

Unschooling is an informal learning method that prioritizes learner-chosen activities as a primary means for learning. Unschoolers learn through their natural life experiences including play, household responsibilities, personal interests and curiosity, internships and work experience, travel, books, elective classes, family, mentors, and social interaction. Often considered a lesson- and curriculum-free implementation of homeschooling, unschooling encourages exploration of activities initiated by the children themselves, under the belief that the more personal learning is, the more meaningful, well-understood, and therefore useful it is to the child. While unschooled students may occasionally take courses, unschooling questions the usefulness of standard curricula, fixed times at which learning should take place, conventional grading methods and standardized tests, forced contact with children in their own age group, the compulsion to do homework regardless of whether it helps the learner in their individual situation, the effectiveness of listening to and obeying the orders of one authority figure for several hours each day, and other features of traditional schooling.

<span class="mw-page-title-main">Homework</span> Educational practice

Homework is a set of tasks assigned to students by their teachers to be completed at home. Common homework assignments may include required reading, a writing or typing project, mathematical exercises to be completed, information to be reviewed before a test, or other skills to be practiced.

Child discipline is the methods used to prevent future unwanted behaviour in children. The word discipline is defined as imparting knowledge and skill, in other words, to teach. In its most general sense, discipline refers to systematic instruction given to a disciple. To discipline means to instruct a person to follow a particular code of conduct.

<span class="mw-page-title-main">Deborah Meier</span> American educator (born 1931)

Deborah Meier is an American educator often considered the founder of the modern small schools movement. After spending several years as a kindergarten teacher in Chicago, Philadelphia and then New York City, in 1974, Meier became the founder and director of the alternative Central Park East school, which embraced progressive ideals in the tradition of John Dewey in an effort to provide better education for children in East Harlem, within the New York City public school system.

<span class="mw-page-title-main">E. D. Hirsch</span> American literary critic

Eric "E. D." Donald Hirsch Jr. is an American educator, literary critic, and theorist of education. He is professor emeritus of humanities at the University of Virginia.

<span class="mw-page-title-main">Classroom management</span> Aspect of educational work

Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens. Such disruptions may range from normal peer conflict to more severe disturbances of the social class dynamics, such as bullying among students, which make it impossible for the affected students to concentrate on their schoolwork and result in a significant deterioration of their school performance.

Accelerated Reader (AR) is an educational tool that is used to monitor and manage student's independent reading practice and reading comprehension in the English and Spanish languages respectively. This program works by assessing the student's performances and awarding points towards educational and individual reading goals.

<span class="mw-page-title-main">Parenting styles</span> Psychological construct

A parenting style is a pattern of behaviors, attitudes, and approaches that a parent uses when interacting with and raising their child. The study of parenting styles is based on the idea that parents differ in their patterns of parenting and that these patterns can have a significant impact on their children's development and well-being. Parenting styles are distinct from specific parenting practices, since they represent broader patterns of practices and attitudes that create an emotional climate for the child. Parenting styles also encompass the ways in which parents respond to and make demands on their children.

The Marlboro School is a small public school in Marlboro, Vermont. Marlboro is a member of the Coalition of Essential Schools

Student-directed teaching is a teaching technology that aims to give the student greater control, ownership, and accountability over his or her own education. Developed to counter institutionalized, mass, schooling, student-directed teaching allows students to make their own choices while they learn in order to make education much more meaningful, relevant, and effective.

<span class="mw-page-title-main">Teaching to the test</span> Idiom for extrinsically-motivated education

"Teaching to the test" is a colloquial term for any method of education whose curriculum is heavily focused on preparing students for a standardized test.

Positive education is an approach to education that draws on positive psychology's emphasis of individual strengths and personal motivation to promote learning. Unlike traditional school approaches, positive schooling teachers use techniques that focus on the well-being of individual students. Teachers use methods such as developing tailored goals for each student to engender learning and working with them to develop the plans and motivation to reach their goals. Rather than pushing students to achieve at a set grade level, seen through the emphasis of standardized testing, this approach attempts to customize learning goals to individual students' levels. Instead of setting students to compete against one another, learning is viewed as a cooperative process where teachers learn to respect their students and each student's input is valued.

Individual education is a school system rooted in the individual psychology of Alfred Adler. Designed by Raymond Corsini, the individual education program includes a number of basic principles. The program consists of three components academic, creative/applied and socialization. Corsini also outlined disciplinary procedures and a number of other principles to ensure the most productive possible school environment.

Progress charts are tools used in classrooms, in child care centers, and in homes across the world. They are used to promote good behaviors and reward children for those behaviors, which is why they are also known as behavior charts. They can be used in a variety of situations and they can come in a variety of styles. Progress charts are easy to use and promote positive reinforcement.

Boston Renaissance Charter Public School (BRCPS), formerly Boston Renaissance Charter School (BRCS), is a charter elementary school in Hyde Park, Boston, Massachusetts. It is one of the oldest charter schools in Boston, and as of 2012 BRCPS was also one of the largest charter schools in the city. In 2001 it was the largest American charter school that operated out of a single campus, and in 2005 it was the largest charter school in the state of Massachusetts. Overall it was one of the largest charter schools in the United States. It formerly served middle school grades but now only serves elementary school.

<i>Punished by Rewards</i> 1993 book by Alfie Kohn

Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes is a 1993 book by Alfie Kohn that argues against the use of rewards to incentivize behavior.

References

  1. Leddy, Chuck (April 21, 2011). "Belmont essayist Kohn puts education system to the test". The Boston Globe. p. G-9. Retrieved April 10, 2014.
  2. Hennick, Calvin (May 5, 2011). "Author fights uphill battle on testing". The Boston Globe. Retrieved April 10, 2014.
  3. Thuermer, Kitty (Fall 1999). "In Defense of the Progressive School". NAIS. Archived from the original on July 17, 2010. Retrieved July 17, 2010.
  4. "Brown University Class of 1979". brown.edu. Retrieved September 20, 2015.
  5. Spalter, Amelia (August 2020). ""No controlled study has ever found any benefit to homework below the high school level." – Brown Interviews Alfie Kohn '79". Brown University Interviews. Retrieved June 27, 2023.
  6. "Alfie Kohn, MA". procon.org. Retrieved September 20, 2015.
  7. Secola, Jamie (August 5, 2014). "Alfie Kohn challenges stressing student achievement". Pensacola News Journal. Retrieved September 20, 2015.
  8. Loccoso, Michael (August 23, 1987). "Does Competition make us all losers?". Rome News Tribune. Retrieved September 20, 2015 via Google News.
  9. Hennick, Calvin (May 5, 2011). "Belmont author presses fight against standardized tests". Boston.com. Retrieved September 20, 2015.
  10. Foley, James A. (December 17, 2013). "Paying Kids to Eat School Lunch Could Result in Less Wasted Food and Money". Nature World News. Retrieved September 20, 2015.
  11. "Theodore Mitau Lecture, featuring Alfie Kohn". macalester.edu. Retrieved September 20, 2015.
  12. "Opposing view: Program 'deadens' vitality". USA Today. Archived from the original on July 18, 2008.
  13. Kohn, Alfie (Spring 2008). "Progressive Education". NAIS. Archived from the original on February 15, 2012.
  14. "Choices for Children". Alfie Kohn. Archived from the original on January 2, 2015. Retrieved September 20, 2015.
  15. "Standardized Testing and Its Victims". Alfie Kohn. Archived from the original on January 4, 2015. Retrieved September 20, 2015.
  16. Kohn, Alfie (October 2012). "The Case Against Homework". Family Circle Magazine. Retrieved May 29, 2014.
  17. "The Trouble with Pure Freedom". Alfie Kohn. Archived from the original on November 26, 2012. Retrieved September 20, 2015.
  18. "Five Reasons to Stop Saying 'Good Job!'". Alfie Kohn. September 2, 2001. Retrieved September 20, 2015.
  19. Kohn, Alfie (September 14, 2009). "When a Parent's 'I Love You' Means 'Do as I Say'". The New York Times.
  20. Kohn, Alfie (September 1993). "Why Incentive Plans Cannot Work". Harvard Business Review. Retrieved September 20, 2015.
  21. "Past Recipients of the NCTE Orwell Award" (PDF). NCTE. Archived from the original (PDF) on March 26, 2009. Retrieved June 11, 2009.