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David W. Johnson (scholar)
David W. Johnson is a social psychologist whose research has focused on four overlapping areas:〔 cooperative, competitive, and individualistic efforts; constructive controversy; conflict resolution and peer mediation and experiential learning to teach interpersonal and small group skills. In these areas, Johnson has engaged in a cycle of (a) reviewing the research literature, (b) summarizing, modifying and extending existing theory; (c) creating, validating and refining new theory; (d) creating and implementing operational procedures that apply the validated theory and (e) revising the theory on the basis of the implementation.〔 Johnson has developed and applied psychological knowledge in effort to improve practices within educational systems.
Johnson was born in Muncie, Indiana in 1940. He grew up in a family of seven children, living for several years on a family farm. Currently, he lives in Minneapolis, Minnesota. He graduated from Ball State University in 1962, received a masters degree and a doctoral degree in social psychology from Teachers College, Columbia University〔 in 1964 and 1966 respectively, with Morton Deutsch as his dissertation advisor. Since 1966 he has worked at the University of Minnesota in the (Department of Educational Psychology ), becoming a full professor in 1973. His brother (Roger Johnson ) came to the University of Minnesota in 1969 and together they founded the (Cooperative Learning Center ).
Johnson’s work has been applied in many countries. His books, for example, have been translated into 17 different languages.〔
==Social interdependence theory, cooperation, and appropriate competition==
Johnson began his work on social interdependence theory and the appropriate use of cooperative, competitive, and individualistic efforts in the mid-1960s. At that time, elementary, secondary, and university teaching was dominated by competitive and individualistic learning.〔Johnson, D.W & Johnson R.T. (2008) Social Interdependence Theory and Cooperative Learning: The Teacher’s Role. In Gillies, R.B., Ashman A.F. & Terwel J. (Eds.) ''The Teacher’s Role in Implementing Cooperative Learning in the Classroom''(pp.9-37)New York, US:Springer〕 Social Darwinism, with its premise that students must be taught to survive in a “dog-eat-dog” world dominated educational thought, although it was being challenged by individualistic learning largely based on B. F. Skinner’s work on programmed learning and behavioral modification. In the 60's and 70's, while cooperative learning was generally ignored by educators, Johnson challenged the prevailing competitive and individualistic practices by presenting the theory and research on cooperative, competitive, and individualistic learning, creating operational procedures for cooperative learning and appropriate competition, and implementing cooperative learning in schools and universities.
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