Confluent Education Today

Confluent education may be defined as the integration of cognitive, affective, and behavioral dimensions of learning across intrapersonal, interpersonal, and social contexts.

One, among many, conceptions of confluent education is that it entails engagement of students in spirited inquiries along the paths continuously being mapped by scholars in each of the academic disciplines. The affective/psychomotor dimension of their experiences is embodied in their systematic modes of exploration. The cognitive dimension is embodied in the emergence of new levels of understanding, both for the individual and for humanity.

The Association of Confluent Educators and the Confluent Education Special Interest Group within AERA welcome inquiries from all interested educators. Contact:
Zee Cline (zcline@sbceo..org)

SOURCES:

Brown, J. H. (Ed.). (1996). Advances in confluent education: Integrating consciousness for human change. Greenwich, CT: Jai Press (203-661-7602 or Joel Brown at jhb@dnai.com).

Brown, J. H., Cline, Z., & Necochea, J. (Eds.). (in press), Advances in confluent education: Connections with multicultural education. Greenwich, CT: Jai Press (contact Zee Cline at evenstrt@fillmore.sbeco.k12.ca.us).

Shapiro, S. B. (1998). The place of confluent education in the human potential movement: A historical perspective. Lanham, MD: University Press of America (800-462-6420). This book, by pioneer Stewart Shapiro, covers the historical, cultural, and philosophical identity of confluent education, providing a complete account of its essence and origins.

It was Professor Shapiro who first clarified the role of substantive knowledge in confluent education, distinguishing it from mere affective education and psychotherapy. His team of language analysts concluded that confluent education is &quota deliberate, purposive evocation by responsible, identifiable agents of knowledge, skills, attitudes, and feelings which flow together to produce wholeness in the person and society" (1975, p. 119). As such, it is distinct from experience-base education, psychological education, affective education, emotional education, and personal growth methods, especially in that it includes: "1. external structure which integrates subject matter and personal awareness, 2. an intellectual component, and 3. abstract knowledge or information" (p. 118).
Shapiro, S. B. (1975). Developing models by &quotunpacking" confluent education. In G. I. Brown (Ed.). The live classroom: Innovation through confluent education and gestalt (pp. 109-120). New York: Viking Press.

Click on the dark blue underlined text to be transported to pertinent Web sites.

American Educational Research Association (AERA)

The American Federation of Teachers (AFT)

The National Education Assoication (NEA)

Educational Technology Resources (integrating print, electronic, and human media into school curriculums from a confluent perspective, electronic libraries, distance learning, Web-based learning)

Web Links for Teachers (curriculum design, lesson plans, electronic bookstores, funding, multicultural studies, homework help for students)

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