At the Questionmark User's Conference here in San Antonio. Having some good ed-tech related fun down here. This one is a smaller conference, and I like those as opposed to the biggie ones since you actually get a chance to meet and network with people. Had some good times last night during scavenger hunt where we had to roam around San Antonio (some of us with more margarita in them than others...guilty!). We had to find the cheesiest souvenirs and take pictures from/on/with various landmarks. Over to the left is the "Tower of the Americas." No rules against using Photoshop, I hope.
Heard an excellent keynote from Terry McGinn this morning about organizational culture and how it can be empirically measured. This is an interesting concept, not only because I work at a school where there are multiple cultures (administrators, students, faculty and all the permutations thereof) but also since the speaker stepped through various slides illustrating the evolution of sociology and how the social scientists of yesteryear viewed society, culture, and behavior. This kind of parallels the march of other social sciences and how they all seem to dovetail into each other and run parallel to each other at various points along the timeline.
The point of the keynote was about something entirely different, but the first few slides got me thinking about how "social" thought and research has evolved. In the beginning (being late 19th century for the most part), the dominant focus was on the individual and what was inside their head. Psychology started off with psychoanalysis with its intense study of the self and our hidden impulses. Educational psychology itself started with an early form of behaviorism (Thorndike, 1898) which was eventually reflected in the field of psychology itself as it shifted to a more rote stimulus-response stance, allowing itself only to observe behaviors that can be seen and tracked: teasing rats with levers and food pellets, shocking monkeys when they are bad, etc. (really brutal time if you ask me). Around the 50s and 60s, science backed off a little bit and tried to study internal processing, what was going on inside our heads again...but more focus was placed on how thoughts were formed, judgements made, and how these affected how we view the world. Perception became a big deal. More research on cognition sparked an interest in group dynamics and behavior of individuals when peer pressure or other forms of social engineering are applied. Educational psychology and general psychology research finally seemed to get in synch and the study of education as a science gained some ground.