Contributions from the person-centred experiential approach to the field of social pedagogy

Murphy, David; Joseph, Stephen

Abstract

© 2018, © 2018 University of Cambridge, Faculty of Education. 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.

Citation

Murphy, D., & Joseph, S. (2019). Contributions from the person-centred experiential approach to the field of social pedagogy. Cambridge Journal of Education, 49(2), 181-196. https://doi.org/10.1080/0305764X.2018.1488946

• Journal Article Type: Article
• Acceptance Date: Jun 12, 2018
• Online Publication Date: Jul 18, 2018
• Publication Date: Mar 4, 2019
• Deposit Date: Jul 20, 2018
• Publicly Available Date: Jan 19, 2020
• Journal: Cambridge Journal of Education
• Print ISSN: 0305-764X
• Electronic ISSN: 1469-3577
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 49
• Issue: 2
• Pages: 181-196
• DOI: https://doi.org/10.1080/0305764X.2018.1488946
• Keywords: Person-centred; Experiential; Social pedagogy
• Public URL: https://nottingham-repository.worktribe.com/output/947190
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/0305764X.2018.1488946
• Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Cambridge Journal of Education on 18.07.2018, available online: http://www.tandfonline.com/10.1080/0305764X.2018.1488946
• Contract Date: Jul 20, 2018