| Psychoanalysis and Pedagogy Contributor(s): Appel, Stephen W. (Author) |
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ISBN: 0897895029 ISBN-13: 9780897895026 Publisher: Praeger OUR PRICE: $94.05 Product Type: Hardcover - Other Formats Published: March 1999 Annotation: This edited collection looks at pedagogy through the lens of psychoanalysis and vice versa. Each contribution asks, in effect, what does it mean to be a pedagogue and an educational theorist after Freud? The authors include clinical practitioners (Rivka Eifermann, M. Robert Gardner, Stephen Appel) as well as academics from philosophy (Trevor Pateman, John Wilson, Yael Shalem, David Bensusan), sociology (Deborah Britzman, Heather Worth), curriculum studies (William Pinar, Madeleine Grumet), and social and literary theory (Valerie Walkerdine, Jane Gallop, James Donald). The authors do not share any particular theoretical perspective, only a determination to demonstrate some exciting outcomes of understanding that pedagogy is to a crucial extent unconscious, and that psychotherapy is, in Freud's words, an "after-education." |
| Additional Information |
| BISAC Categories: - Psychology | Movements - Psychoanalysis - Education | Educational Psychology - Education | Philosophy, Theory & Social Aspects |
| Dewey: 370.19 |
| LCCN: 98-38307 |
| Lexile Measure: 1340 |
| Series: Critical Studies in Education & Culture (Hardcover) |
| Physical Information: 0.88" H x 6.42" W x 9.58" (1.07 lbs) 208 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: This edited collection looks at education through the lens of psychoanalysis and vice versa. Each contribution asks, in effect, what does it mean to be a pedagogue and an educational theorist after Freud? The authors include clinical practitioners (Rivka Eifermann, M. Robert Gardner, Stephen Appel) as well as academics from philosophy (Trevor Pateman, John Wilson, Yael Shalem, David Bensusan), sociology (Deborah Britzman), curriculum studies (William Pinar, Madeleine Grumet), and social and literary theory (Valerie Walkerdine, Jane Gallop, James Donald). The authors do not share any particular theoretical perspective, only a determination to demonstrate some exciting outcomes of understanding that pedagogy is to a crucial extent unconscious, and that psychotherapy is, in Freud's words, an after-education. |