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Author: Bill Gillham
Publisher: Routledge
ISBN: 1000568954
Category : Education
Languages : en
Pages : 167
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Book Description
First published in 1978, Reconstructing Educational Psychology presents a new look at topics of central social concern such as children’s rights, the community approach to children’s problems, the inutility of traditional concepts of intelligence and personality, the interactionist approach to the concept of ‘deviant’ behaviour and the invalidity of psychiatric concepts of ‘maladjustment’. New ideas are the core of the book. It begins with historical and personal accounts of the origin and the nature of the situation of educational psychology. It spells out the way in which new thinking determines new practice, and the extent to which progress has been made. The book will be of interest to teachers, psychologists as well as to students of pedagogy and psychology.
Author: Bill Gillham
Publisher: Routledge
ISBN: 1000568954
Category : Education
Languages : en
Pages : 167
Get Book Here
Book Description
First published in 1978, Reconstructing Educational Psychology presents a new look at topics of central social concern such as children’s rights, the community approach to children’s problems, the inutility of traditional concepts of intelligence and personality, the interactionist approach to the concept of ‘deviant’ behaviour and the invalidity of psychiatric concepts of ‘maladjustment’. New ideas are the core of the book. It begins with historical and personal accounts of the origin and the nature of the situation of educational psychology. It spells out the way in which new thinking determines new practice, and the extent to which progress has been made. The book will be of interest to teachers, psychologists as well as to students of pedagogy and psychology.
Author: Paul Downes
Publisher: Routledge
ISBN: 1351588044
Category : Education
Languages : en
Pages : 267
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Book Description
This book reconstructs the foundations of developmental and educational psychology and fills an important gap in the field by arguing for a specific spatial turn so that human growth, experience and development focus not only on time but space. This regards space not simply as place. Highlighting concrete cross-cultural relational spaces of concentric and diametric spatial systems, the book argues that transition between these systems offers a new paradigm for understanding agency and inclusion in developmental and educational psychology, and for relating experiential dimensions to causal explanations. The chapters examine key themes for developing concentric spatial systemic responses in education, including school climate, bullying, violence, early school leaving prevention and students’ voices. Moreover, the book proposes an innovative framework of agency as movement between concentric and diametric spatial relations for a reconstruction of resilience. This model addresses the vital neglected issue of resistance to sheer cultural conditioning and goes beyond the foundational ideas of Bronfenbrenner’s ecological systems theory, as well as Vygotsky, Skinner, Freud, Massey, Bruner, Gestalt and postmodern psychology to reinterpret them in dynamic spatial systemic terms. Written by an internationally renowned expert, this book is a valuable resource for academics, researchers and postgraduate students in the areas of educational and developmental psychology, as well as related areas such as personality theory, health psychology, social work, teacher education and anthropology.
Author: Bill Gillham
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 216
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Book Description
Author: Oren Ergas
Publisher: Springer
ISBN: 1137587822
Category : Education
Languages : en
Pages : 350
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Book Description
This book reconstructs the idea and practice of education. Rather than conceiving of education as a process we undergo in which our minds are shaped by a social vision, Oren Ergas turns this notion of education on its head, arguing instead that we ourselves construct education. The multitude of problems with formal education and schooling, such as violence, inequality, and low achievements, are then seen as reflections of problems of the mind, meaning that close study of the mind is necessary if these problems are to be successfully tackled. Through philosophy, neuroscience and psychology, this book proposes a new perspective on 'educational' theory, practice and research. It will be of great interest to students and teachers, scholars of education, and educational policy-makers.
Author: Betty M Bayer
Publisher: SAGE
ISBN: 9780803976146
Category : Psychology
Languages : en
Pages : 250
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Book Description
This major book offers a comprehensive overview of key debates on subjectivity and the subject in psychological theory and practice. In addition to social construction's long engagement with social relations, this volume addresses questions of the body, technology, intersubjectivity, writing and investigative practices. The internationally renowned contributors explore the tensions and opposing viewpoints raised by these issues, and show how analyzing the psychological subject interrelates with reforming the practices of psychology. Drawing on perspectives that include feminism, dialogics, poststructuralism, hermeneutics, Lacanian psychoanalysis, and cultural or social studies of science, readers are guided through pivotal
Author: Phillida Salmon
Publisher: Burns & Oates
ISBN:
Category : Education
Languages : en
Pages : 120
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Book Description
"Phillida Salmon offers an alternative vision to the consumerist images of education which have prevailed in political thinking. Using the approach of personal construct psychology, she shows how meaning is centrally important. This has profound implications for understanding how people learn and why they often fail to learn." "In tracing the logic of this approach in education, the author considers the position of teachers and the possibilities and constraints of their own learning. For pupils, school learning is often unofficial and unintended. In this, the culture of school institutions plays a major part. Differential pupil destinies are carried by 'special' categorization. The meaning of such labels is examined in this study."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Author: Paul Downes
Publisher: Routledge
ISBN: 1351588036
Category : Education
Languages : en
Pages : 254
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Book Description
This book reconstructs the foundations of developmental and educational psychology and fills an important gap in the field by arguing for a specific spatial turn so that human growth, experience and development focus not only on time but space. This regards space not simply as place. Highlighting concrete cross-cultural relational spaces of concentric and diametric spatial systems, the book argues that transition between these systems offers a new paradigm for understanding agency and inclusion in developmental and educational psychology, and for relating experiential dimensions to causal explanations. The chapters examine key themes for developing concentric spatial systemic responses in education, including school climate, bullying, violence, early school leaving prevention and students’ voices. Moreover, the book proposes an innovative framework of agency as movement between concentric and diametric spatial relations for a reconstruction of resilience. This model addresses the vital neglected issue of resistance to sheer cultural conditioning and goes beyond the foundational ideas of Bronfenbrenner’s ecological systems theory, as well as Vygotsky, Skinner, Freud, Massey, Bruner, Gestalt and postmodern psychology to reinterpret them in dynamic spatial systemic terms. Written by an internationally renowned expert, this book is a valuable resource for academics, researchers and postgraduate students in the areas of educational and developmental psychology, as well as related areas such as personality theory, health psychology, social work, teacher education and anthropology.
Author: A.W. van Haaften
Publisher: Springer Science & Business Media
ISBN: 9401587825
Category : Education
Languages : en
Pages : 291
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Book Description
Philosophy of development is a fascinating area of research at the intersection of philosophy, psychology, and education. This book is unique in that it combines a broad sketch of contemporary developmental theory with detailed discussions of its central issues, in order to construct a general framework for understanding and analyzing theories of individual and collective development in various domains ranging from cognitive and moral development to developments in art. Special attention is also given to the rich relations between conceptual development and education.
Author: Michael Wheeler
Publisher: MIT Press
ISBN: 9780262232401
Category : Philosophy
Languages : en
Pages : 372
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Book Description
An argument for a non-Cartesian philosophical foundation for cognitive science that combines elements of Heideggerian phenomenology, a dynamical systems approach to cognition, and insights from artificial intelligence-related robotics.
Author: Barbara Kelly
Publisher: Jessica Kingsley Publishers
ISBN: 1846428327
Category : Education
Languages : en
Pages : 258
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Book Description
This textbook assesses existing and emerging practice frameworks in educational psychology and their relation to theory. Covering current frameworks, such as the Monsen et al. Problem-Solving Framework, the Integrated Problem Solving Framework for Practitioners and the Constructionist Model, as well as emerging approaches, such as Systemic Solution Focussed Models and Positive Psychology Frameworks, contributors explore how they support educational psychology. The editors consider how existing and emerging frameworks help address current demands for professional accountability, transparency and effectiveness. They conclude with an exploration of the complex methodology and highly integrated approach required by contemporary educational psychologists. This textbook will be an invaluable resource for all practising educational psychologists, students, trainers, and educators.
