Contributions from the person-centred experiential approach to the field of social pedagogy
The aim of this article is to show how the theory and philosophy of the person-centred experiential approach, originally developed by the psychologist Carl Rogers, can usefully inform the development of professional practice, educational methods and critical social theory of social pedagogy. Social...
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| Format: | Article |
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Taylor & Francis
2018
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| Online Access: | https://eprints.nottingham.ac.uk/53050/ |
| _version_ | 1848798866149736448 |
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| author | Murphy, David Joseph, Stephen |
| author_facet | Murphy, David Joseph, Stephen |
| author_sort | Murphy, David |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | The aim of this article is to show how the theory and philosophy of the person-centred experiential approach, originally developed by the psychologist Carl Rogers, can usefully inform the development of professional practice, educational methods and critical social theory of social pedagogy. Social pedagogy is introduced, followed by a description of philosophical and theoretical underpinnings to the person-centred experiential approach. It is suggested that person-centred experiential theory offers a meta-theoretical basis to social pedagogy. Evidence is provided from the social pedagogy literature to support the proposed fit. It is proposed that a radical form of person-centred experiential therapy is a form of social pedagogic practice, that it is premised on a pedagogical discourse and not a mental illness discourse, and that it addresses personal and structural power, and the dialectical relation between self and society. It is concluded that person-centred experiential theory provides a foundation to social pedagogy as an emerging field of social theory, research and practice. |
| first_indexed | 2025-11-14T20:26:34Z |
| format | Article |
| id | nottingham-53050 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:26:34Z |
| publishDate | 2018 |
| publisher | Taylor & Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-530502020-05-04T19:46:43Z https://eprints.nottingham.ac.uk/53050/ Contributions from the person-centred experiential approach to the field of social pedagogy Murphy, David Joseph, Stephen The aim of this article is to show how the theory and philosophy of the person-centred experiential approach, originally developed by the psychologist Carl Rogers, can usefully inform the development of professional practice, educational methods and critical social theory of social pedagogy. Social pedagogy is introduced, followed by a description of philosophical and theoretical underpinnings to the person-centred experiential approach. It is suggested that person-centred experiential theory offers a meta-theoretical basis to social pedagogy. Evidence is provided from the social pedagogy literature to support the proposed fit. It is proposed that a radical form of person-centred experiential therapy is a form of social pedagogic practice, that it is premised on a pedagogical discourse and not a mental illness discourse, and that it addresses personal and structural power, and the dialectical relation between self and society. It is concluded that person-centred experiential theory provides a foundation to social pedagogy as an emerging field of social theory, research and practice. Taylor & Francis 2018-07-18 Article PeerReviewed Murphy, David and Joseph, Stephen (2018) Contributions from the person-centred experiential approach to the field of social pedagogy. Cambridge Journal of Education . ISSN 1469-3577 Person-centred; Experiential; Social pedagogy http://dx.doi.org/10.1080/0305764X.2018.1488946 doi:10.1080/0305764X.2018.1488946 doi:10.1080/0305764X.2018.1488946 |
| spellingShingle | Person-centred; Experiential; Social pedagogy Murphy, David Joseph, Stephen Contributions from the person-centred experiential approach to the field of social pedagogy |
| title | Contributions from the person-centred experiential approach to the field of social pedagogy |
| title_full | Contributions from the person-centred experiential approach to the field of social pedagogy |
| title_fullStr | Contributions from the person-centred experiential approach to the field of social pedagogy |
| title_full_unstemmed | Contributions from the person-centred experiential approach to the field of social pedagogy |
| title_short | Contributions from the person-centred experiential approach to the field of social pedagogy |
| title_sort | contributions from the person-centred experiential approach to the field of social pedagogy |
| topic | Person-centred; Experiential; Social pedagogy |
| url | https://eprints.nottingham.ac.uk/53050/ https://eprints.nottingham.ac.uk/53050/ https://eprints.nottingham.ac.uk/53050/ |