Alice

CHALIMBANA UNIVERSITY
SCHOOL OF EDUCATION
DEPARTMENT OF EDUCATION AND POLICY STUDIES
NAME KOMBE ALICE
COMP NO. 2004031823
COURSE CODE EDU 2101
LECTURER Mr. SICHAMBA
TASK ASSIGNMENT ONE
DUE DATE: 4TH APRIL, 2022.
QUESTION:
Discuss the basic concepts, assumptions and principles of invitational learning and show how the
theory is woven into the culture of the school.
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Invitational Theory argues that learning is enhanced when learners are positively encouraged or
invited into the educational experience since education is the manifestation of the perfection
already in humans, the only duty of the teacher is to remove all obstructions from the way. In
higher educational practice, all many learners need is an opportunity; they are self-motivated,
driven by internal ﬁre and self-belief in their personal goals. Others need help. They must feel
persuaded that the time is right, the place is right, the people are supportive and that learning is
good. If not, they may remain inactive, frozen and embarrassed until the mental obstacles that
inhibit them are removed. Removing obstacles to engagement with education, this is the purpose
of invitational learning.
Therefore this piece of academic writing aims at discussing the basic concepts, assumptions and
principles of Invitational Theory and how it is woven into the culture of school. An invitation is
a signal that requests companionship or consideration. Thus, Invitational Theory is an applied
ﬁeld that seeks, intentionally, to modify the sum of the signals and signs that affect human self-
belief and to create from these a system of educational practice. Invitational Theory has roots in
John Dewey’s ‘democratic ethos’ (Dewey & Ratner, 1939), but it is constructed upon
foundations in perceptual and self-concept theory (Purkey & Stanley, 1991). Its goal is positive
intentionality; the constructive alignment of the messages transmitted by, and contained within,
any given learning environment (Biggs, 2003). It aims to expunge the negatives that inhabit
learners.
Moreover, invitational theory (Purkey 1978) seeks to explain phenomenon and provide a means
of intentionally summoning people to realize their relatively boundless potential in all areas of
worth-while human endeavor. It is purposed on addressing the entire global nature of human
existence and opportunity, and to make life a more exciting, satisfying and enriching experience.
Five basic assumptions that are essential in understanding invitational theory are; people are
able, valuable, and responsible and they should be treated accordingly. Educating should be a
collaborative, cooperative activity, which means each individual should be participating in every
educational activity. This potential can best be realized by places, policies, programs, and
processes specifically designed to invite development and by people who are intentionally
inviting with themselves and others, personally and professionally.
In addition, invitational theory is based on three interlocking foundations; the Democratic ethos,
the perceptual tradition and self-concept theory. These foundations are supported by decades of
scholarly research and writing. They provide invitational theory with substance and structure.
The democratic ethos is a social idea based on the conviction that all people matter and can grow
through participation in self-governance. Invitational theory and practice reflects this democratic
ethos through deliberative dialogue, mutual respect, and the importance of shared activities. It is
a “doing with” rather than a “doing to” approach to working with people at all levels. Implied
here is a respect for people and their abilities to articulate their concerns as they act responsibly
on issues that impact their lives. Deeply embedded in this respect for persons is a commitment to
the idea that people who are affected by decisions should have a say in formulating those
decisions.
The traditional perception foundation places consciousness at the center of personal reality. It
proposes that people are not influenced by events so much as their perceptions of events. Human
behavior is the product of the unique ways individuals perceive the world. To better understand
why people do the things they do, it is necessary to explore perceptions within and among
individuals. Self-concept theory was developed by (Jourard 1974 and Rogers 1968), it is a
complex and dynamic system of learned beliefs that each person horse to be true about his/her
person existence. The theory maintains that behavior is mediated by the ways an individual
views oneself, and these views serves both antecedent and consequence of human activity.
Invitational theory offers a logical extension to the Democratic ethos, perceptual tradition and
self-concept theory and builds on these three interlocking foundations provides a structure for the
five elements of invitational theory. These assumptions provide its purpose and direction, and
take the form of a stance consisting of five elements which are; care, trust, respect, optimism and
intentionality. According to Mizer (1964), care is at the core of the inviting stance of all elements
of invitational theory, none is more meaningful that a person's genuine ability and desire to care
about others and oneself. Additionally, trust is another element of invitational theory. The basic
requirement of invitational theory is recognition of the interdependence of human beings.
Optimism is also the element of invitational theory. People possess untapped potential in all
areas of human endeavor. The uniqueness of human beings is that, no clear limits to potential
have been discovered. Invitational theory could not be seriously considered if optimism
regarding human potential did not exist. It is not enough to be inviting, it is critical to be
optimistic about the process. No one can choose a beneficial direction in life without hope that
change, for the better is possible. Intentionality is the last element of invitational theory. Human
potential can be realized by places, policies, processes and programs specifically formulated to
invite development and by people who are personally inviting with themselves and other.
Intentionality allows people to create, maintain and improve total environment that consistently
and dependable invite the realization of human potential. For this, intentionality is the keyword
of invitational theory. Many invitational environments are created through good practice
unconsciously and many disappear the same way.
Therefore, these five essential elements of invitational theory; care, trust, respect, optimism and
intentionality, offer a consistent stance through which human beings can create and maintain an
optimal inviting environment. While there are other factors that contribute to invitational theory,
these prepositions are key requirements in moving from theory to practice.
Generally, the goal of invitational theory is to encourage individuals to improve their lives in
each of the basic principles (Combs 1976). The four principles work together to give power to
movement, while there are times when one of the principles will demand for special attention,
the overall goal is to seek balance and harmony between person and profession functioning. The
first principle is being personally inviting to oneself; to be a beneficial presence in the lives of
others it is essential for individuals first be inviting to themselves. This means that they view
themselves as able, valuable, and responsible and are open to experience. Those who adopt
invitational theory seek to reinvented inspirit themselves personally (Novak 2002). Being
personally inviting to oneself take an endless variety of forms, it means caring for one’s mental
health and making appropriate choices in life.
Being personally inviting with others is another principle which requires that the feelings, wishes
and aspirations of others are taken into account. Without this, invitational theory could not exist.
In particular terms good support groups are important. The social committee might be the most
vital in any organization (Bluestein 2001).
The third principle is being professionally inviting with oneself, this can take a variety of forms
but it begins with ethical awareness and a clear and efficient perception of situations and oneself.
Practically, being professionally inviting with oneself means, trying a new method and learning
new skills. The fourth principle is being professionally inviting to others. This involves such
qualities as treating people, not as labels or groups, but as individuals. It also requires honesty
and the ability to accept the less-than-perfect behavior of human beings.
However, Purkey & Novak (1996) state that, the first task in implementing invitational theory in
educational culture is to address teachers and administrators, ensuring they are comfortable with
the concept. Emphasis was placed on observing the five powerful Ps, people, places, policies,
programs and processes. Invitational education was incorporated in the five Ps of each school.
People; teachers are encouraged to work as a family. Each staff member was viewed with equal
value and potential. Places; physically attributes are restored and provide, attention, classrooms,
bathrooms, and buildings are restored and made a statically pleasing. Policies; school policies
such as grading and discipline, were reviewed to ensure mutual respect towards all parties
involved. Programs; they are designed to address wellness and educational opportunities and
encourage parents participation .Processes; all activities were examined to ensure inclusion and
democratic ethos.
Meanwhile, invitational theory is criticized for being apolitical, saccharine and romanticized
(Giroux 1983). Although it is popular with classroom practitioners, critics argue that it inherits
the individualist ethic of humanistic psychology and prefers social etiquette and self-concept to
the discourses of ideology and power. It needs to be more than an apology for the status quo
(Maclaren 1986). Certainly, invitational education may be used to frame research across whole
organizations but it is equally applicable to individual learning situations. More importantly,
invitational learning was designed specifically for work in negative environments and among
those who are disempowered, alienated and disengaged.
In conclusion, invitational education is an approach to effective education that is constructed on

the belief that encouragement and self-belief are critical factors in promoting better learning and
that learning thrives more effectively in an environment that is supportive and caring. Its core
concept is the ‘learning invitational’- a courteous request to engage with education. Finally, the
fact that it emphasizes place and the micro-geographies of learning and teaching makes it
deserving of attention from those who would meld educational practice.
References
Biggs, J. (2003). Teaching for Quality Learning at University, 2 nd edition (Buckingham: Society
Research into Higher Education & Open University Press).
Bluestein, J. (2001). Creating Emotionally Safe Schools: A Guide for Educators and Parents
(Deerfield, FL: Health communications, Inc.).
Combs, A. W. (1976). Perceptual Psychology; a humanistic approach to the study of persons.

N.Y: Harper and Row.
Giroux, H. (1983). Theory and Resistance in Education: Pedagogy for the Opposition (South
Hadley, MA: Bergin & Garvey).
Kennewsaw State University, (2007). Initiatives, Ethics and Leadership. [webpage] retrieved
from http://www.kennethsaw.edu/presdentemeritus/ethics.html.
Maclaren, P. (1986). Interrogating the Conceptual Roots of Invitational Education-A review of

Purkey and Novak’s ‘Inviting School Success’, Interchange, 17(4), pp. 19-25.
Mizer, J.E. (1964). Cipher in the snow NEA Journal, pp 8-10.
Novak, J.M. (2002). Inviting educational leadership: fulfilling potential and applying an ethical
perspective to the educational process. New York; NY: personal education.
Purkey, W.W and Novak, J.M. (1996). Inviting School Success. A self-concept Approach to
Teaching, Learning and Democratic Practice. Third Edition. Wadsworth Publishing. Belmont
California.
Purkey, W.W. and Stanley, P.A. (1991). Invitational Teaching, Learning, and Living (Washington,
DC: National Education Association Analysis & Action Series). Available at
http://www.invitationaleducation.net/journal/V9n0.pdf
Shaw, D.E and Siegel, B.L. (2010). Re-adjusting the kaleidoscope: the basic tenets of invitational
theory and practice journal of invitational theory and practice, 16, 46-50.
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CHALIMBANA UNIVERSITY

NAME KOMBE ALICE

COMP NO. 2004031823

COURSE CODE EDU 2101

LECTURER Mr. SICHAMBA

TASK ASSIGNMENT ONE

DUE DATE: 4TH APRIL, 2022.

In conclusion, invitational education is an approach to effective education that is constructed on

Combs, A. W. (1976). Perceptual Psychology; a humanistic approach to the study of persons.

Maclaren, P. (1986). Interrogating the Conceptual Roots of Invitational Education-A review of

Mizer, J.E. (1964). Cipher in the snow NEA Journal, pp 8-10.

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