An application of transactional analysis to a model of teaching

It was the purpose of this study to explore the properties and parameters of an application of Transactional Analysis to teaching. The study was conducted in three parts. The first part dealt with a research of selected literary materials in Transactional Analysis for a set of basic principles characteristic of the theory. A major problem was encountered in identifying basic Transactional Analysis principles in that much of the theory was illustrated through anecdote and example rather than through principle statements. Also, in many cases the literatur3e traced the evolution of Transactional Analysis theory so that definitions and premises changed from book to book. The final set of principles determined for the study represented what was believed to be the best and most evolved set of principles from a study of the literature. forty-nine basic principles were identified. The second part of the study consisted of a translation of the basic principles into a corollary set of general propositions about Transactional Analysis and teaching. Another problem was encountered in determining a method for making the translation from pure Transactional Analysis principles into a set of general propositions which combined Transactional Analysis with teaching. The problem was solved through the use of proposition construction, and through the informal logical technique of inserting teachers and students as subjects and objects of the propositions with the classroom the situation of concern.