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Author: Kelli Fuery
Publisher: Routledge
ISBN: 0429956029
Category : Psychology
Languages : en
Pages : 297
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Book Description
Wilfred Bion’s theories of dreaming, of the analytic situation, of reality and everyday life, and even of the contact between the body and the mind offer very different, and highly fruitful, perspectives on lived experience. Yet very little of his work has entered the field of visual culture, especially film and media studies. Kelli Fuery offers an engaging overview of Bion’s most significant contribution to psychoanalysis- his theory of thinking- and demonstrates its relevance for why we watch moving images. Bion’s theory of thinking is presented as an alternative model for the examination of how we experience moving images and how they work as tools which we use to help us ‘think’ emotional experience. ‘Being Embedded’ is a term used to identify and acknowledge the link between thinking and emotional experience within the lived reception of cinema. It is a concept that everyone can speak to as already knowing, already having felt it - being embedded is at the core of lived and thinking experience. This book offers a return to psychoanalytic theory within moving image studies, contributing to the recent works that have explored object relations psychoanalysis within visual culture (specifically the writings of Klein and Winnicott), but differs in its reference and examination of previously overlooked, but highly pivotal, thinkers such as Bion, Bollas and Ogden. A theorization of thinking as an affective structure within moving image experience provides a fresh avenue for psychoanalytic theory within visual culture. Wilfred Bion, Thinking, and Emotional Experience with Moving Images will appeal to psychoanalysts and psychoanalytic psychotherapists, as well as scholars and students of film and media studies, cultural studies and cultural sociology and anthropology, visual culture, media theory, philosophy, and psychosocial studies.
Author: Kelli Fuery
Publisher: Routledge
ISBN: 0429956029
Category : Psychology
Languages : en
Pages : 297
Get Book Here
Book Description
Wilfred Bion’s theories of dreaming, of the analytic situation, of reality and everyday life, and even of the contact between the body and the mind offer very different, and highly fruitful, perspectives on lived experience. Yet very little of his work has entered the field of visual culture, especially film and media studies. Kelli Fuery offers an engaging overview of Bion’s most significant contribution to psychoanalysis- his theory of thinking- and demonstrates its relevance for why we watch moving images. Bion’s theory of thinking is presented as an alternative model for the examination of how we experience moving images and how they work as tools which we use to help us ‘think’ emotional experience. ‘Being Embedded’ is a term used to identify and acknowledge the link between thinking and emotional experience within the lived reception of cinema. It is a concept that everyone can speak to as already knowing, already having felt it - being embedded is at the core of lived and thinking experience. This book offers a return to psychoanalytic theory within moving image studies, contributing to the recent works that have explored object relations psychoanalysis within visual culture (specifically the writings of Klein and Winnicott), but differs in its reference and examination of previously overlooked, but highly pivotal, thinkers such as Bion, Bollas and Ogden. A theorization of thinking as an affective structure within moving image experience provides a fresh avenue for psychoanalytic theory within visual culture. Wilfred Bion, Thinking, and Emotional Experience with Moving Images will appeal to psychoanalysts and psychoanalytic psychotherapists, as well as scholars and students of film and media studies, cultural studies and cultural sociology and anthropology, visual culture, media theory, philosophy, and psychosocial studies.
Author: Zsuzsanna Kondor
Publisher: Peter Lang
ISBN: 9783631577325
Category : Computers
Languages : en
Pages : 188
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Book Description
The new devices of communication that have recently been emerging have far-reaching effects not only on our everyday lives, but also on our cognitive patterns: they lead us back again into the world of multimodality, and call attention, not incidentally, to the widening gap between everyday experience and the traditional convictions of philosophy. Traditional philosophical inquiries are seen in a new light when viewed from the perspective of communications technology. From that perspective, it becomes clear that a radical turn has become inevitable in the field of metaphysics and epistemology. This volume attempts to provide building-blocks for the new edifice of philosophy towards which that turn is leading.
Author: Kisielnicki, Jerzy
Publisher: IGI Global
ISBN: 1599049562
Category : Computers
Languages : en
Pages : 1756
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Book Description
"This publication presents incompassing research of the concepts and realities involved in the field of virtual communities and technologies"--Provided by publisher.
Author: Sally Featherstone
Publisher: Bloomsbury Publishing
ISBN: 1472934695
Category : Education
Languages : en
Pages : 329
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Book Description
An Anthology of Educational Thinkers provides an excellent introduction to the major groups of educational thinkers. Each thinker's views and theories are explained in detail in a format that is accessible to those currently practising and those who are still in training. However, this book goes beyond just explaining the theory, it shows practitioners how to put these theories into practice! It is filled with explanations of how theories are linked to the EYFS, examples of how these figures worked and, most importantly, demonstrates the way they influenced how most early years practitioners work today.
Author: Jane Krauss
Publisher: Corwin Press
ISBN: 1452202567
Category : Education
Languages : en
Pages : 217
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Book Description
Everything you need to know to lead effective and engaging project-based learning! Are you eager to try out project-based learning, but don't know where to start? How do you ensure that classroom projects help students develop critical thinking skills and meet rigorous standards? Find the answers in this step-by-step guide, written by authors who are both experienced teachers and project-based learning experts. Thinking Through Projects shows you how to create a more interactive classroom environment where students engage, learn, and achieve. Teachers will find: A reader-friendly overview of project-based learning that includes current findings on brain development and connections with Common Core standards, Numerous how-to's and sample projects for every K-12 grade level, Strategies for integrating project learning into all main subject areas, across disciplines, and with current technology and social media and Ways to involve the community through student field research, special guests, and ideas for showcasing student work. Whether you are new to project-based learning or ready to strengthen your existing classroom projects, you'll find a full suite of strategies and tools in this essential book.
Author: José Luis Bermúdez
Publisher: Oxford University Press
ISBN: 0195341600
Category : Language Arts & Disciplines
Languages : en
Pages : 242
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Book Description
First Oxford University Press pbk edition.
Author: Helen Cowie
Publisher: Routledge
ISBN: 1351368745
Category : Education
Languages : en
Pages : 207
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Book Description
Published in 1984. The more we know about young writers, the more we observe them as they write, discuss the composing process with them, talk to them about the sources of their ideas and the difficulties which they encounter as they try to captures thoughts and feelings in words, the greater will be our understanding of imaginative activity and the part it plays in children’s personal and social development. This is the essential theme of the book and the contributors stress the importance of sympathetic and sensitive guidance by teachers and parents in encouraging the imaginative process in young children. The personal diaries, stories and conversations with young writers which appear in this book illustrate how children can use imaginative writing as a means of coming to terms with social and emotional issues in their lives. The book presents first a theoretical analysis of the imaginative writing process and then goes on to explore children’s growing awareness of themselves and others through their perception of sex-roles, their way of dealing symbolically with illness and death, fear and separation, religious and spiritual experiences, and their understanding of social relationships with family and friends. The writing process itself is examined in detail and parallels drawn between the adult and child writer. The final part of the book presents children’s own reflections on writing, shows one classroom community in action and discusses the extent to which children themselves can gain control of their own writing process.
Author: Beth Alder
Publisher: Elsevier Health Sciences
ISBN: 0702048208
Category : Medical
Languages : en
Pages : 194
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Book Description
This textbook in the Illustrated Colour Text series offers an integrated treatment of sociology and psychology for medical students. It is presented in a much more colourful and graphic format than is usual for books on these two subjects. This integration reflects the tendency to teach these two subjects together as “behavioural science , with an increased stress on the place of medicine in society, and on illness as a product of psychological and social circumstances rather than merely a biological phenomenon. The book reflects these trends and has been successful and popular with students. An integrated treatment of psychology and sociology for medical students - in line with the trend towards teaching these subjects as “behavioural sciences“. Use of case studies and Stop/Think boxes encourages critical thinking and discussion. Graphic Illustrated Colour Text presentation style enlivens a subject which most medical students are not keen on. This third edition contains a new introduction on the importance and key features of the biopsychosocial model and additional double-page spreads on International Health and Rural Health.
Author: Malini Mistry
Publisher: Routledge
ISBN: 0429558449
Category : Education
Languages : en
Pages : 199
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Book Description
Drawing on the latest research into how young children learn, this book considers how early years practitioners can best meet the needs of children with English as an Additional Language. It examines the factors that influence children’s learning including parents and the family, the environment, health and well-being, curriculum, play and relationships and aims to challenge misconceptions, assumptions and stereotypes. Featuring case studies and reflective questions, the chapters explore a range of important topics including: Language learning for children with EAL The historical concept and modern reconceptualisation of EAL How to develop and use Culturally Appropriate Pedagogy Regulation and performativity and their implications for children with EAL Leading learning for children with EAL Meeting the Needs of Young Children with English as an Additional Language is essential reading for students and practitioners wanting to promote an inclusive culture where different languages, cultures and religions are accepted and celebrated.
Author: Frances Christie
Publisher: A&C Black
ISBN: 1441138048
Category : Education
Languages : en
Pages : 305
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Book Description
Basil Bernstein began to develop his theory of social structure and power relations during the 1950s and 1960s. Early in the 1960s he met M. A. K. Halliday and Ruqaiya Hasan, who were developing the first formulations of what would become known as systemic functional (SF) linguistic theory. A far-reaching dialogue began. Bernstein recognized the significant role that language plays in the construction of social experience and social inequality. Halliday and Hasan were actively seeking a theory of language that would explain the nature of the social. In different ways, they acknowledged the powerful role of language in the social construction of experience. Their resulting enquiries brought both theories and scholars into dialogue. Contributors to this volume (including Hasan and Bernstein) continue this dialogue in a range of papers that draw on both SF linguistic theory (with special reference to genre) and Bernstein's sociological theory, particularly with reference to his later work on pedagogic device and pedagogic discourse. Several authors describe the influence of these theories on classroom practice, including English and mathematics, and literacy teaching in indigenous schools. Pedagogy and the Shaping of Consciousness is an important contribution to the explication of the two theories, the dialogue which they continue to provoke, and their contribution to the provision of more equal access to education.
