The psychoanalytic view of teaching and learning, 1922-2002.

Autor/in	Mayes, Clifford
Titel	The psychoanalytic view of teaching and learning, 1922-2002.
Quelle	In: Journal of curriculum studies, 41 (2009) 4, S. 539-567Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220270802056674
Schlagwörter	Pädagogik; Objektbezug (Psy); Psychoanalyse; Übertragung; Lernen; Lehren
Abstract	Various psychoanalysts have written about the implications of psychoanalytic theory for teaching and learning. Although many curriculum scholars have offered their personal interpretations of the relevance of psychoanalytic theory to education, there is very little in the educational literature about what psychoanalysts themselves have had to say about the acts of teaching and learning since the rise (and, some would suggest, decline) of psychoanalysis over the last century. This study examines a wide range of educational themes that emerge from a reading of various psychoanalysts over the last eight decades. In general, the psychoanalysts argue that, in order to be existentially authentic, teaching and learning must involve the teacher and student in all their psychodynamic complexity as emotional and ethical beings. I also examine the psychodynamic concepts of transference, counter-transference, and object relations in some depth because they have figured prominently in psychoanalytic discourse about education.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1