Contemporary theory updating older perspectives
A synthesis of theories and approaches adapted from cognitive, social, and humanistic learning theories have resulted into a recently identified category referred to in this article as "cognitive humanism." Cognitive-humanistic theory consists of an integration of the core components of cognitive learning, social learning and learner-centered humanistic principles.The emerging theories of constructivism, social learning, cooperative learning approaches, and transformational processes are creating dynamic, stimulating, and effective communities of learners.LABELLING THEORY AND PERSPECTIVES: A BRIEF GENERATIONAL HISTORY At base, labelling theory highlights social responses to crime and deviance and moves away from the standard – even ‘boring’ – questions of aetilogy.As I claimed in my earlier paper (Plummer, 1979), labeling theory has a which asks what happens to criminals after they have been labeled with the hypothesis that crime is heightened (even caused by) criminal sanctions.He sketched out three dominant approaches: realism, liberalism, and an updated form of idealism called “constructivism.” Walt argued that these theories shape both public discourse and policy analysis.Realism focuses on the shifting distribution of power among states.See: 2011: ‘Labelling Theory Revisited: Forty years on’ in Helge Peters & Michael Dellwing eds Langweiliges Verbrechen (Boring Crimes) Weisbaden: VS Verlag p83-103 Developing throughout the earlier twentieth century, labelling theory became prominent in the 1960s, reached its heyday in the 1970’s and thereafter has more or less gently faded away.Its brief history spans one or two generations of criminologists at most.
Instead of radical change, academia has adjusted existing theories to meet new realities. Does international relations theory still have something to tell policymakers? Walt published a much-cited survey of the field in these pages (“One World, Many Theories,” Spring 1998).An examination of new and emerging theoretical frameworks serves to reorganize and reexamine our prior experiences and thinking about teaching and learning.The emphasis from teacher-directed activities to a focus on learner-centered behaviors is creating a major transformation in the evolutionary cycle of new and emerging trends in teaching theories and practices.In the 1970’s I published ‘Misunderstanding Labelling Perspectives’ in D. The following article was a follow up written much later and reviewing the progress of the theory. Deviant Interpretations, 85-l2l, Martin Robertson, Oxford, l979.