Jackson’s contributions to the field of education do not end with his tremendous leadership efforts, which are rather overwhelmed by a wealth of salient and sagacious research and writing on what it means to educate and be educated. He also held leadership positions in such organizations as the Center for Advanced Study in Behavioral Sciences, the National Academy of Education, the American Educational Research Association, and the John Dewey Society (Eisner, 2001).
Jackson served over his career as Chairman of the Department of Education, Dean of the Graduate School of Education, Director of the University’s Benton Center for Curriculum and Instruction, and Principal of the University’s nursery school. in developmental psychology from Teachers College, Columbia University, in 1955, Jackson took a position as a Professor of Education at the University of Chicago, where he worked until his retirement. Philip Jackson: Seeker of Educational Insight Philip Jackson is overwhelmingly viewed by those in education as a key figure. The contemporary reader, wading through page after page of Jackson’s sexist language, like the seeker rooting out the hiding, must ferret out that which Jackson intentionally illuminatesįor us along with that which is obscured to discover new ways to look at schooling and educational research. Its overt purposes are obvious, yet a multitude of factors outside the control of any of the players, whether they be students, teachers, or administrators, impact the ability of all involved to succeed in their various tasks.
Jackson in his groundbreaking 1968 work, Life in Classrooms, incredibly simple yet infinitely complex. Likewise is education, as illuminated by Philip W.
Or, having been locked up inside, whiling away a cold and dreary December Saturday, the field of play becomes the twisted warren of the home’s interior, with home base the living room sofa, almost always out of sight of the seeker and hiders alike, a field of play that privileges those who pick crafty hiding places and have the fortitude to quietly wait out the other players. Having been shooed outside by weary parents in search of peace on a beautiful summer day, the field of play becomes the wide open spaces of a backyard, the home base a tree in the middle of the yard, always visible by all players, a field of play that privileges those who are fleet of foot. The field of play, for example, can have an enormous effect on the success of the players and is usually dictated, not as in many games by an attempt to maximize the skill of the player, but more often on the purpose of the game. And yet, any child can tell you, there are a many factors that can make the game endlessly complex. When the seeker is finished counting, she seeks, looking for those who have hidden in the hopes of chasing them down and tagging them before they reach the designated home base. Hide & Seek with Philip Jackson: The Hidden Curriculum in Life in Classrooms By Kelly Waldrop
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