Eleanor Duckworth

In the summer of 2013 Professor Duckworth went to the south of England as the guest of honor of the holistic Brockwood Park School for the education conference taking place there entitled "When is Teaching? Getting in or out of the way at the right time".

Duckworth is the daughter of Jack and Muriel Duckworth, Canadian peace workers and social and community activists. She is named after Eleanor Roosevelt. Jack Duckworth, born in 1897, was a highly regarded leader in the national YMCA movement and an outspoken pacifist from the 1930s until his death in 1975. Muriel Duckworth, born in 1908 (maiden name Ball), who celebrated her hundredth birthday on October 31, 2008, was renowned as a crusader for social justice, women's rights, de-militarization, educational development and fighting poverty. She was one of the 1000 women worldwide nominated for the Nobel Peace Prize in 2005.

Consequently, Duckworth (2008b) suggests that a classroom teacher can take on the role of a researcher. The teacher explores too, by interacting with students' learning. It is the teacher's work to present engaging problems, and attend to students' ways of figuring them out helping them to notice what's interesting. For example, the teacher listens to students explain their ideas and asks them questions that seek to take students' thinking further (Duckworth, 2006, p. 173–174).

During critical exploration, exploring goes on in two modes: In one mode, the child explores the subject matter and in the other mode, the researcher-teacher explores the child's thinking. Hence, for the teacher, critical exploration finds itself at the nexus of research and teaching where teacher and learner support each other (Shorr, 2007, p. 369–370):

Duckworth (2006, p. xiii) wrote in her book The Having of Wonderful Ideas that she built her developmental approach on two foundations very powerful to her:

As a constructivist who defines teaching as helping people learn, Duckworth emphasizes the importance of engaging learners with phenomena, understanding students' current understandings and trying to facilitate students' own thinking. The central question of Duckworth's (2006: xiv) research over five decades continues to be: "How do people learn and what can anyone do to help?" In the process of investigating this question, she has developed a research method which she has called expanded clinical interviewing, teaching/learning research and critical exploration. These three phrases emerged in the course of her research and are used interchangeably (Duckworth, 2006, p. xv).

Outlining her approach, Duckworth (2006, p. 173) states: "As a student of Piaget, I was convinced that people must construct their own knowledge and must assimilate new experiences in ways that make sense to them. I knew that, more often than not, simply telling students what we want them to know leaves them cold". Considering learning and teaching, critical exploration stresses the following aspects:

If teachers are to teach their students exploratively, they must have experienced learning as explorers themselves (Duckworth, 2006). In the teacher education work that Duckworth does at Harvard University and elsewhere, she provides teachers with the opportunity to live through and think about the phenomena of teaching and learning. She involves teacher education students in the effort to understand somebody else's understanding. She considers it important for teachers to know what their students are understanding, that is: what sense the students are making of the subject matter (Duckworth in Meek, 1991, p. 32).

In her university teaching Duckworth (2006, p. 9 and 173–192) tries to engage teacher education students with three major kinds of teaching and learning phenomena:

Within teacher education in the United States in the twentieth century, Duckworth's contributions relate to a progressive or developmentalist approach. The idea of a teacher acting as a researcher is embraced by the following four traditions of reflective teaching practice: academic, social efficiency, developmentalist and social reconstructivist. The developmentalist tradition considers that the teacher is both a practitioner and a researcher: "The teacher as researcher strand of this tradition has emphasized the need to foster the teacher's experimental attitude toward practice and to help teachers initiate and sustain ongoing inquiries in their own classroom" (Zeichner, 1992, p. 165).

Duckworth wrote essays based on some of these experiences with Piaget, the Cambridge Teacher Project, the Moon Group, and her own teaching in her landmark book The Having of Wonderful Ideas (1987|2006).

Collaborating with Jeanne Bamberger at the Division for Study and Research in Education at MIT, they initiated "The Teacher Project". During this project Duckworth and Bamberger worked to facilitate research experiences among teachers who worked in elementary schools in Cambridge, Massachusetts in 1978. Duckworth continued to work with a smaller group of these same teachers for seven more years. This group, the Moon Group, explored the behaviour of the moon as a practice of learning and teaching.

Duckworth earned her Ph.D. (Docteur en sciences de l'éducation) at the Université de Genève in 1977. She grounds her work in Jean Piaget and Bärbel Inhelder's insights into the nature and development of understanding and intelligence and in their clinical interview method. Duckworth also has been an elementary school teacher. Her participation in the 1960s curriculum development projects Elementary Science Study and African Primary Science Program was germinal for her insights and practices in exploratory methods in teaching and learning. She has conducted teacher education, curriculum development, and program evaluation in the United States, Europe, Latin America, Africa, Asia and her native Canada. Duckworth is also a coordinator of Cambridge United for Justice with Peace and a performing modern dancer.

Bärbel Inhelder first applied the name critical exploration to Piaget's clinical interviewing which included observing children as well as interviewing and interacting with a child who is experimenting and investigating a problem set by the researcher. Inhelder introduced this method to pedagogical contexts (Inhelder, Sinclair & Bovet, 1974, p. 18–20). Duckworth (2005b, p. 258–259) describes critical exploration as having two facets: curriculum development and pedagogy. In the context of critical exploration, curriculum development means: the teacher is planning how to engage students' minds in exploring the subject matter. Pedagogy constitutes the practice by which teachers invite students to express their thoughts:

Deciding to devote herself to education, she sought work as elementary school teacher in Montreal. In 1970 she took a job at the Atlantic Institute of Education, in Halifax, Nova Scotia, as director of "The Lighthouse Project", a curriculum development and teacher education program for the four Atlantic provinces of Canada.

A breakthrough for communicating Piaget's work to a broader educational community occurred in 1964, when Duckworth acted as the English translator and interpreter of Piaget during a bi-coastal conference at Cornell University and University of California, Berkeley. Duckworth reported to her colleagues at the ESS about the conference by writing a short paper, "Piaget Rediscovered". This paper gave its name to the book that came out of the conference, a collection of papers on developmental psychology and curriculum development. The book was instrumental in re-awakening interest in Piaget's work among educators.

At Inhelder's recommendation, Duckworth began to participate in the Elementary Science Study (ESS) in 1962, a curriculum development and science education reform project that grew out of MIT and became the foundation of the organization now known as Education Development Center. The project was initiated by Jerrold Zacharias and participating scientists and teachers included, among others, David Hawkins, Mike Savage, Philip Morrison, Phylis Morrison, Ben Nichols, Claryce Evans, Lynn Margulis, Marion Walter, David Webster, Ed Prenowitz, Mike Rice, Cap Weston, Elsa Dorfman, and Edith Churchill. The project involved "[putting] physical materials into children's hands from the start and help[ing] each child investigate through these materials the nature of the world around him [stet]" (ESS, 1970, p. 7). Teachers and students experimented with natural materials like bulbs, batteries, pendulums or butterflies, ice cubes and earthworms. During her four years as a staff member at the ESS, Duckworth struggled to incorporate the theory and clinical method of Piaget into the work she and her colleagues did in classrooms (Duckworth, 2006, p. 1).

Eleanor Duckworth first met Jean Piaget in 1957 in Paris at the Sorbonne where she was a graduate student. For the next two years Duckworth studied with Jean Piaget and Bärbel Inhelder at the Institut des Sciences de l'Education in Geneva, Switzerland. She served as a research and teaching assistant for the second of those years. She subsequently entered a doctoral program in cognitive psychology at Harvard University, and dropped out. For the years to come, the work with Piaget and Inhelder would have an important impact on her thinking and further development. She returned to Geneva to finish her doctorate.

Eleanor Ruth Duckworth (born 1935) is a teacher, teacher educator, and psychologist.

Piaget first influenced the child study and progressive education movement in Europe with publications such as Le langage et la pensée chez l'enfant (1923) and Le jugement et le raisonnement chez l'enfant (1924), translated into English in the 1920s, and his experiments showing how young children understand size and volume were exhibited in the London Science Museum in the 1950s. However, Piaget's work was little known in the North American educational community after World War II until Eleanor Duckworth, a student of Piaget at that time, introduced his methods and analysis into the classroom and the US educational research community.