Psychologized Language in Education: Denaturalizing a Regime of Truth

Β· Springer
Π•-ΠΊΠ½ΠΈΠ³Π°
212
Π‘Ρ‚Ρ€Π°Π½ΠΈΡ†ΠΈ
ΠžΡ†Π΅Π½ΠΈΡ‚Π΅ ΠΈ Ρ€Π΅Ρ†Π΅Π½Π·ΠΈΠΈΡ‚Π΅ Π½Π΅ сС ΠΏΠΎΡ‚Π²Ρ€Π΄Π΅Π½ΠΈ Β Π”ΠΎΠ·Π½Π°Ρ˜Ρ‚Π΅ повСќС

Π—Π° Π΅-ΠΊΠ½ΠΈΠ³Π°Π²Π°

This book explores how psychologized language has come to dominate education and schooling. Taking a critical lens to some major constructs in educationβ€”e.g. the mind, the self, identity, emotion, emotional intelligence, motivation, culture, language and meaningβ€”and their grounding in psychologized discourses, the authors suggest possible ways to overcome these psychologized discourses and remedy their consequences. The book invites readers to move away from static, reified conceptualizations to a more active, social understanding of what education is all about.

Π—Π° Π°Π²Ρ‚ΠΎΡ€ΠΎΡ‚

Zvi Bekerman is Senior Lecturer in the School of Education at The Hebrew University of Jerusalem, Israel. His main interests are in the study of cultural, ethnic, and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts.
Michalinos Zembylas is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus. He has written extensively on emotion and affect in relation to social justice pedagogies, intercultural and peace education, human rights education, and citizenship education.





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