The Mary Parker Follett Network

Unity, not uniformity, must be our aim. - MPF



Implications of Follettine thought on education.

Members: 14
Latest Activity: Sep 25, 2021

Discussion Forum

Follett's speech in Boston 1928 on the teacher-student relationship 1 Reply

Started by Sébastien Damart. Last reply by Corine Navarro Jan 25, 2017.

Importance of education 1 Reply

Started by Mansab Omar Makame. Last reply by Albie M. Davis Jul 18, 2009.

Comment Wall

Comment by Albie M. Davis on July 18, 2009 at 5:33am

So happy to see this education group. Thanks for starting it, Matthew, and for putting Follett's talk to teachers at Boston University online, so I could find her "fresh life" quote so easliy. (See below.)

The student has hithero often had to be his own liaison officer between the wisdom of the past and the occurrences of today. One of the most marked characteristics of present-day teaching is that the teacher is taking over this task, is realizing that the teacher is not one who has lived and the student one who is going to live, but that both are living now, in the present, that it should be fresh life meeting fresh life. There can be no more false dichotomy than a teacher with past wisdom and student with present experience.
Comment by Jeff Bedolla on August 4, 2011 at 11:00am

I'm on email notification and recently opened a tab for the Mary Parker Follett Network, after a period of being absent.  And I just read  the paper on the teacher-student relation.  I joined the education group and want to offer this... "Follettine" research expands rapidly!

There's only been a couple of posts to the group...I've read them all.  I got suggestions (inwardly) from this discussion, and a great deal as well from the paper itself.

Since my last formal activity in the network, I've been very busy in "proving the relevance" of such inspiration in daily life! (That's special to the group - not in my Network Profile!...although I suppose the assertion will be duly noted in the Activity Register).

Jeff Bedolla (on a beautiful summer morning that just became brighter!), in San Jose, California..

Comment by Jeff Bedolla on August 8, 2011 at 2:17pm
I'm reading the paper, The Teacher-Student Relation. I am an amateur scholar, and I love doing research! But I'm no expert. Case in point: on page 7 is a quote of a passage "in a recent article" and I'm stumped. And not just me...the San Jose Public Library research librarian is stumped too. I was wondering...for the academicians in the house...shouldn't it be possible to find the article from which the quote was taken? The passage quoted is (quotation marks included): “No event is isolate; its integration with other events, its adumbration into all life and the inherency of life in it, makes the truth.”
Comment by Joseph Arthur Christian on October 16, 2011 at 7:27pm
Wow! You guys are AMAZING.   My background is in education as well and it is a delight to correspond with you.  Feel free to mention any matter on your heart or mind regard the reunification of "top-down" and "bottom-up" energies as Mary understood them.  My work elaborates concepts underlying Deming - as Ms. Follet understood them and attempted to communicate them.  What a REMARKABLE WOMAN!!!
Comment by Corine Navarro on January 28, 2017 at 12:40pm


I think about using this text "Teacher Student Relations" as a main piece for building a theorical frame (not certain about the right term, sorry) that would help decision learning. I am thus looking for everything that was written about the implications of this text ? Does anyone of you (or of someone you know) get informations or datas about that ?

All the best,


Comment by Matthew Shapiro on September 20, 2021 at 8:22pm

Been a long time since this group had any activity. I have something to share. I have been reading a rare book called Learning the Ways of Democracy, published in 1940. This book describes ways that a variety of schools in the US -- mostly high schools -- approached the teaching of democracy at that time. In many cases, it was very participatory, experiential. Very much in line with John Dewey's thinking of the time. We lost that practice in the 1950's, I think. Follett would have liked the stories in this book.


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