It is beyond debate that the way one perceives oneself is influenced by the way one speaks to oneself. Becoming aware of the conversations that take place within the mind has the potential to assist one in recognizing whether the internal voice is self-limiting or self-encouraging. Making classrooms places where teachers and learners are inviting…

After describing the basic tenets of Invitational Education and Buddhist psychology, this article explores four commonalities and their implications: The individual is in control; knowing is not doing; others can help; and we can facilitate others' efforts to use effective strategies to reach happiness. The paper concludes by contrasting…

This article is a follow-up on a previous quantitative study (Steyn, 2007) which explored key aspects that influenced the effective implementation of Invitational Education (IE) in schools in the United States of America (US) and Hong Kong (HK). This is a qualitative study in which an appreciative inquiry (AI) is used to explain staff's positive…

If we are to help children develop character, we have to go beyond offering a character education class once or twice each month. We actually have to validate character when we see it or hear about it happening. Through the use of a new strategy called "focused invitations," counselors and teachers can focus on the 36 core components of character.…

It is acknowledged, nationally and internationally, that Invitational Education is actively practised in many schools. However, there is a paucity of articles describing the relationship between Invitational Education and specific disciplines at the elementary and high school levels. As such, this article attempts to address this shortcoming by…

The purpose of this study was to examine whether constructs drawn from invitational theory serve as additional sources of self-efficacy beliefs of students in Grade 6 (N = 468). The hypothesized sources and the invitational constructs each correlated with academic self-efficacy. Invitations, mastery experience, and physiological state predicted…

This article presents and compares the similar views of William Glasser, M.D., founder and president of the William Glasser Institute in Los Angeles, and author of scores of best selling books; and William Watson Purkey, Ed.D, co-founder of the International Association for Invitational Education (IAIE), Professor Emeritus at the University of…

The author presents an international perspective on life skills education arguing the development of a healthy self-concept and skills in self-reflection are necessary for living in a world of rapid change. (Contains 30 references.) (Author)

Seeks to provide a developmental perspective on students' invitations of self and of others using data obtained from cohort groups of students, and to determine whether invitations differ as a function of gender. Inviting one's self decreased as students progressed from grade 6 to 8, with nonsignificant gender based results. (Contains 25…

Examines male attitudes toward women in authoritative positions using an initial study from 1984 with undergraduate males, and a second study with some of the same males in 1995-1999. Results suggest males were nonaccepting of women, viewing them as biologically less capable. Perceptions of biological differences between genders continue to create…

Discusses the works of Charles Reich and Allan Bloom that have helped to shape current social and political debate concerning self theory. Both Reich and Bloom were concerned with the relationship between self and environment. Argues that it is important to insure that its cultural role of self theory is clearly interpreted and applied. (MKA)

Presents a former teacher's personal reflective narrative that highlights how the acceptance and application of the theory of invitational education empowers both personal and professional change. Discusses author's transition from second grade teacher to doctoral student to college professor. (MKA)

Dispels six myths about "feel-good" self-esteem. Presents a more dynamic component of self-esteem called "inner self-esteem," which is based on children's actual competencies. Claims that inner self-esteem is enhanced by helping children develop skills to succeed in school and by fostering morally responsible behavior. (RJM)

Author notes that, in context of own professional practice, she has discovered that application of theory of invitational education opens space where freedom to become can be brought into existence. Defines invitational education as perceptually based self-concept approach to education. Discloses how inviting process has enhanced her professional…

Undergraduate students (n=178) from a variety of academic disciplines completed the Inviting-Disinviting Index (IDI) to measure the degree of inviting and disinviting behavior addressed to oneself and others. The hypothesis that people tend to be more disinviting to themselves than they are to others was supported. (JPS)