Educational Research: The Attraction of Psychology [electronic resource] / by Paul Smeyers ; edited by Marc Depaepe.
Erişim Adresi
ISBN
9789400750388
Dil Kodu
İngilizce
Yer Numarası
DK/9359
Yazar
Basım Bildirimi
1st ed. 2013.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2013.
Fiziksel Niteleme
VIII, 184 p. online resource.
Dizi
Educational Research, 2543-0653 ; 6
İçindekiler Notu
1. Making sense of the attraction of psychology: On the strengths and weaknesses for education and educational research -- 2. Struggling with the historical attractiveness of psychology for educational research illustrated by the case of Nazi-Germany -- 3. On the fatal attractiveness of psychology: Racism of intelligence in education -- 4. Psychology in teacher education: Efficacy, professionalization, management, and habit -- 5. The fatal attraction of the language of developmental psychology in child rearing -- 6. Mirror neuron, mirror neuron in the brain, who’s the cleverest in your reign? From the attraction of psychology to the discovery of the social -- 7. The vocabulary of acts: Neuroscience, phenomenology, and the mirror-neuron -- 8. The attraction of neuropsychological findings in contemporary educational thinking, or: Feeling, emotion and relationship as blind spots in educational theory -- 9. In defence of the humanities against the exaggerated pretensions of ‘scientific’ psychology -- 10. The theology of education to come -- 11. Learning is not education -- 12. Attention, commitment and imagination in educational research. Open the universe a little more! -- About the Authors -- Author Index -- Subject index.
Özet, vb.
The closely argued and provocative contributions to this volume challenge psychology’s hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour. For example, educational psychology continues to hold a central position in the curricula of trainee teachers in the US, while the language of developmental psychology holds primal sway over our understanding of childrearing and the parent-child relationship. Questioning the default position of modern psychology as a way of conceptualizing human relations, this collection of papers reexamines key assumptions that include psychology’s self-image as a ‘scientific’ discipline. Authors also argue that the dogma of neuropsychology in education has demoted concepts such as ‘emotion’, ‘feeling’ and ‘relationship’, so that they are now ’blind spots’ in educational theory. Other chapters offer a cautionary analysis of how misshapen notions of psychology can legitimize eugenics (as in Nazi Germany) and poison racial attitudes. Above all, has psychology, with its focus on individual merit, been complicit in hiding the impacts of power and privilege in education? This bracing new volume adopts a broader definition of education and childrearing that admits the essential contribution of the humanities to the proper study of mankind. This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
Konu
Education __ Philosophy.
Educational psychology.
Educational Philosophy.
Philosophy of Education.
Educational Psychology.
Educational psychology.
Educational Philosophy.
Philosophy of Education.
Educational Psychology.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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505 0 |a1. Making sense of the attraction of psychology: On the strengths and weaknesses for education and educational research -- 2. Struggling with the historical attractiveness of psychology for educational research illustrated by the case of Nazi-Germany -- 3. On the fatal attractiveness of psychology: Racism of intelligence in education -- 4. Psychology in teacher education: Efficacy, professionalization, management, and habit -- 5. The fatal attraction of the language of developmental psychology in child rearing -- 6. Mirror neuron, mirror neuron in the brain, who’s the cleverest in your reign? From the attraction of psychology to the discovery of the social -- 7. The vocabulary of acts: Neuroscience, phenomenology, and the mirror-neuron -- 8. The attraction of neuropsychological findings in contemporary educational thinking, or: Feeling, emotion and relationship as blind spots in educational theory -- 9. In defence of the humanities against the exaggerated pretensions of ‘scientific’ psychology -- 10. The theology of education to come -- 11. Learning is not education -- 12. Attention, commitment and imagination in educational research. Open the universe a little more! -- About the Authors -- Author Index -- Subject index.
520 |aThe closely argued and provocative contributions to this volume challenge psychology’s hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour. For example, educational psychology continues to hold a central position in the curricula of trainee teachers in the US, while the language of developmental psychology holds primal sway over our understanding of childrearing and the parent-child relationship. Questioning the default position of modern psychology as a way of conceptualizing human relations, this collection of papers reexamines key assumptions that include psychology’s self-image as a ‘scientific’ discipline. Authors also argue that the dogma of neuropsychology in education has demoted concepts such as ‘emotion’, ‘feeling’ and ‘relationship’, so that they are now ’blind spots’ in educational theory. Other chapters offer a cautionary analysis of how misshapen notions of psychology can legitimize eugenics (as in Nazi Germany) and poison racial attitudes. Above all, has psychology, with its focus on individual merit, been complicit in hiding the impacts of power and privilege in education? This bracing new volume adopts a broader definition of education and childrearing that admits the essential contribution of the humanities to the proper study of mankind. This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
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650 0|aEducational psychology.
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650 24|aEducational Psychology.
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100 1 |aSmeyers, Paul.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aEducational Research: The Attraction of Psychology|h[electronic resource] /|cby Paul Smeyers ; edited by Marc Depaepe.
250 |a1st ed. 2013.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2013.
300 |aVIII, 184 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aEducational Research,|x2543-0653 ;|v6
505 0 |a1. Making sense of the attraction of psychology: On the strengths and weaknesses for education and educational research -- 2. Struggling with the historical attractiveness of psychology for educational research illustrated by the case of Nazi-Germany -- 3. On the fatal attractiveness of psychology: Racism of intelligence in education -- 4. Psychology in teacher education: Efficacy, professionalization, management, and habit -- 5. The fatal attraction of the language of developmental psychology in child rearing -- 6. Mirror neuron, mirror neuron in the brain, who’s the cleverest in your reign? From the attraction of psychology to the discovery of the social -- 7. The vocabulary of acts: Neuroscience, phenomenology, and the mirror-neuron -- 8. The attraction of neuropsychological findings in contemporary educational thinking, or: Feeling, emotion and relationship as blind spots in educational theory -- 9. In defence of the humanities against the exaggerated pretensions of ‘scientific’ psychology -- 10. The theology of education to come -- 11. Learning is not education -- 12. Attention, commitment and imagination in educational research. Open the universe a little more! -- About the Authors -- Author Index -- Subject index.
520 |aThe closely argued and provocative contributions to this volume challenge psychology’s hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour. For example, educational psychology continues to hold a central position in the curricula of trainee teachers in the US, while the language of developmental psychology holds primal sway over our understanding of childrearing and the parent-child relationship. Questioning the default position of modern psychology as a way of conceptualizing human relations, this collection of papers reexamines key assumptions that include psychology’s self-image as a ‘scientific’ discipline. Authors also argue that the dogma of neuropsychology in education has demoted concepts such as ‘emotion’, ‘feeling’ and ‘relationship’, so that they are now ’blind spots’ in educational theory. Other chapters offer a cautionary analysis of how misshapen notions of psychology can legitimize eugenics (as in Nazi Germany) and poison racial attitudes. Above all, has psychology, with its focus on individual merit, been complicit in hiding the impacts of power and privilege in education? This bracing new volume adopts a broader definition of education and childrearing that admits the essential contribution of the humanities to the proper study of mankind. This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
650 0|aEducation|xPhilosophy.
650 0|aEducational psychology.
650 14|aEducational Philosophy.
650 24|aPhilosophy of Education.
650 24|aEducational Psychology.
700 1 |aDepaepe, Marc.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400750371
776 08|iPrinted edition:|z9789400750395
776 08|iPrinted edition:|z9789401781916
830 0|aEducational Research,|x2543-0653 ;|v6
856 40|uhttps://doi.org/10.1007/978-94-007-5038-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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