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Michael Glassman
Campbell Hall 109C
(614) 292-5622
mglassman@ehe.osu.edu
Associate Professor
View Michael Glassman's curriculum vitae.
B.A. 1983, Grinnell College, Grinnell Iowa. Major: Philosophy.
Ph.D. 1992, The Graduate School of The City University of New York, Department of Psychology. Dissertation: "Judgement Within the Game: The effect of the other on moral decision making".
1992 - 1998
Assistant Professor, Department of Human Development, University of Houston.
1993 - 1998
Program Head, Program in Human Development and Family Sciences, University of Houston.
1996 - 1998
Director, University of Houston Laboratory School, University of Houston.
1998 - 2002
Assistant Professor, Department of Human Development and Family Science, The Ohio State University
2002 - present
Associate Professor, Department of Human Development and Family Science, The Ohio State University
Democracy in Education
Exploring the role of the democratic classroom in the education process. The importance of maintaining a process oriented curriculum.
Democratic community and decision making
The development of democratic groups in different venues who explore their role in the decision making process.
Monographs
Glassman, M. (1994). The ontological and the ecological in the moral decision making process. Genetic, Social, and General Psychology Monographs, 120, 5-30.
Articles
Glassman, M. (in press). Chasing Dewey: Running in Circles. Educational Theory.
Glassman, M. (2003). Second Face or Mask. Teachers College Record.
Glassman, M. (2001). Replication or Reproduction: Symbiogenesis as an alternative theory. Behavioral and Brain Sciences, 24, 537-538.
Glassman, M. (2001). Dewey and Vygotsky: Society, Experience, and Inquiry in Educational Practice. Educational Researcher, 30, 4, 3-14.
Glassman, M. (2001). Where there is no middle ground. American Psychologist, 54, 4, 399-370.
Glassman, M. (2000). Mutual Aid theory and human development: Sociability as primary. Journal for the Theory of Social behavior, 30, 4, 391-412.
Glassman, M. (2000). Negation through history. New Ideas in Psychology, 18, 1-22.
Glassman, M. (1999). From qualitative differences to a continuum of development. New Ideas in Psychology, 17, 123-129.
Glassman, M. (1996). Understanding Vygotsky’s motive and goal: An exploration of the work of A.N. Leontiev. Human Development, 39, 309-327.
Glassman, M. (1996). Does thinking drive activity or does activity drive thinking: The argument for constructivism. American Psychologist, 51, 264-265.
Glassman, M. (1995). The difference between Piaget and Vygotsky: A reply to Duncan. Developmental Review, 15, 473-482.
Glassman, M. (1995). All Things Being Equal: The two roads of Piaget and Vygotsky. Developmental Review, 14, 186-214.
Glassman, M. (1990). The nature of Piaget and cross-cultural research. The Genetic Epistemologist, 18, 25-31.
Glassman, M. (1990). Self, other, and society: A Vygotskian view of creativity. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 12, 141-146.
Glassman, M., Jackson, C. and Kritt, D. (2000). Adult and Peer social interactions during preschool activity: A combination for gender segregation? Early Child Development and Care, 165, 1-16.
Glassman, M. & Whaley, K. (2000). Dynamic Aims: The use of long term projects in the early childhood classroom in light of Dewey’s educational philosophy. Early Childhood Research and Practice, 2.
Glassman, M. & Whaely, K. (1999). The box, a naturalistic experiment with young children: The same object as mediating factor for different activities. Early child Development and Care, 156, 63-71.
Glassman, M. & Zan, B. (1995). Moral activity and domain theory: An alternative interpretation of research with young children. Developmental Review, 15, 434-457.