Emeritus Robert Dreeben, Jackson’s colleague at the University for more than three decades. “It is greatly to his intellectual credit that he began to look at classrooms and teaching in a more holistic and imaginative way-one that, among other things, paid attention to the tacit messages that emanated from classrooms and from teachers’ work, matters that had been long ignored,” said Prof. His work Life in Classrooms (1968), based on a year spent observing a fourth-grade classroom, is one of the very first book-length qualitative studies in the field of educational research. Jackson returned to Chicago and shifted to a more anthropological approach. “It was a decisive moment he realized there’s a better way to understand children, a better way than poking them with sticks.” “Phil realized that that’s what he had been doing with children, treating them like animals in a behaviorist paradigm,” said David Hansen, AB’76, PhD’90, the Weinberg Professor in Historical and Philosophical Foundations of Education at Columbia University’s Teachers College and one of Jackson’s doctoral students during the 1980s. There, he met a primate researcher who described using behaviorist techniques to test and train baboons. An October 1960 Time magazine article summed up their findings: “The truly creative child who thrives on novelty is likely to find IQ tests boring and hence do poorly on them.” ‘A better way to understand children’Ī year’s research leave at the Center for Advanced Study in the Behavioral Sciences at Stanford University, from 1962-63, changed Jackson’s research trajectory forever. The two researchers devised tests to measure children’s milestones and famously concluded that high IQ, as measured by tests, was not a mark of giftedness. Getzels, relied heavily upon traditional quantitative research methods that were the hallmark of educational psychology at the time. Trained as a psychometrician, his early work, Creativity and Intelligence (1962), co-authored with J.W. Throughout his career, Jackson was involved in a number of critical research studies. He continued as chairman after the merger until 1978. He served as dean of the Graduate School of Education and chairman of the Department of Education from 1973-75, when the graduate school was merged with the department. Jackson joined the UChicago faculty in 1955 after earning his PhD in developmental psychology from Columbia University’s Teachers College. In addition to his faculty appointment at the University, Jackson served in prominent administrative roles at the University of Chicago Laboratory Schools. The author of several influential books, he was internationally known as an expert on education pioneer John Dewey. Jackson, the David Lee Shillinglaw Distinguished Service Professor Emeritus in Education, Psychology and the College, died July 21 due to complications from cancer. “He believed in creating school experiences that provided children access to wonderful lives,” said Catharine Bell, PhD’07, Jackson’s former doctoral student and friend, “because he believed children have the capacity to see the wonderful in the ordinary.” Jackson was deeply concerned with the role of schools in the moral development of children. As a leader in the field of education and curriculum studies, Philip W.
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