The Complex Journey of William Doll, Teacher Educator
Bill Doll’s Pedagogy: A Peek Behind the Curtain
Bill Doll’s Pedagogy
A Peek Behind the Curtain
For twenty years Bill Doll was my colleague at Louisiana State University, perhaps partly mentor, but more friend and supporter than guide. Although I share in the curriculum theory community that Bill nurtured, and co-taught some courses with him, my primary allegiance has been to the mainstream pedagogical enterprise from which curriculum theory recoils. Still, my allegiance is conditioned by a sense of the alienation that scientistic application of psychology to teaching has provoked in the work of my friend Bill and many other colleagues at LSU and beyond; my goal embraces opening up the standard paradigm so it can be seen to be not quite so antagonistic to the humanist impulse that (fortunately) grounds the educational enterprise for many in the academy.
I intend here to render Bill Doll’s pedagogy using a framework that reinterprets the relation of psychology to educational practice, while remaining rooted in psychology’s scientific insights and accomplishments. The goal is multifaceted: to honor an inspired teacher and leader and probe his multifaceted talents; to demonstrate how the varied paradigms of psychology can be marshaled to embrace widely divergent pedagogical aspirations, touching on, also, those espoused within curriculum theory; and to address, a little,←153 | 154→ the tensions within education that come from a separation of humanist and scientific enterprises.
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