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1.
Abstract

The problem was to determine the usefulness of psychoanalytic theory for analyzing classroom verbal transaction. Five concepts : interpretation, transference, counter-transference, resistance, and discoverance were formulated from psychoanalytic theory. A curriculum class of 19 students was recorded and the verbal interaction was classified by the author and another researcher according to indicators developed for these concepts.

Reliability of the raters varied from 84 percent to 92 percent. Validity evidence is based upon the fact that all the verbal interaction of a classroom was able to be classified according to categories formulated from psychoanalytic theory.

It is clear from this analysis that classroom transaction may be a complexly related intellectual and emotional activity. Approximately 25 percent of the verbal interaction consists of resistance, transference and counter-transference. Classroom interaction is not emotionally neutral verbal interaction. It is also clear that classroom activity can be analyzed from concepts drawn from psychoanalytic theory.  相似文献   

2.
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.  相似文献   

3.
The currency of intercultural education has risen worldwide in response to increased diversity within societies resulting from migration and global flows of populations. As intercultural education becomes a core responsibility of schooling, critical, detailed analysis of pedagogies for teachers’ own intercultural learning is largely absent in education research, in contrast to attention to developing students’ intercultural capabilities and theoretical and policy analyses. In beginning to address this limitation, this article offers a critical, reflexive analysis of our use and the efficacy of using autobiographical narrative for teachers’ intercultural learning. Framing theories include interculturality, autobiographical narratives for teachers’ professional learning, reflexivity, and the effects of silence and silencing in relation to diversity and intercultural relations in schools. Three instances of teacher autobiographical narrative elicited as part of a large-scale, longitudinal study of intercultural education in Australian schools are deconstructed to elucidate their explicit and hidden meanings and effects. The analysis reveals that while autobiographical narrative has productive potential as a strategy for stimulating teacher reflexivity about cultural identities and intercultural relations, it also contains hidden dangers and traps that caution against viewing it as a pedagogical cure-all in the development of teachers’ intercultural knowledge and skills.  相似文献   

4.
Juxtaposing the concepts of screen memory, counter-transference and the holding environment within psychoanalytic theory, this essay explores the author’s emotional experience, who begins the exploration by asking several questions. What happens to a teacher’s emotional world and her consciousness in the process of trying to shift students’ consciousness in multicultural education? What is the psychical consequence for teachers of colour who must listen to racist discourse as a precondition to convincing those to do otherwise? How does a teacher’s emotional world influence student learning and development of critical consciousness? In working through her emotional response aroused by the students’ questions in her multicultural education classes, the author discusses the importance of a conversation between psychoanalysis and critical multicultural pedagogies and why the conversation matters.  相似文献   

5.
This article considers how a framework for understanding group and organisational behaviour, systems-psychodynamics, can be utilised by educational psychologists taking up an organisational consultancy role to work with schools as whole systems. It outlines the three main theories that constitute a systems-psychodynamic perspective and considers how the approach has been used by educational psychologists. Two case studies are presented that explore how psychoanalytic concepts such as splitting, projection, use of counter-transference, social defences and others can be applied. Key themes from the case studies are analysed and salient details discussed. The article then discusses implications for practice and further areas of study.  相似文献   

6.
Experimental verification of the theoretical predictions made by Albert Einstein in his paper, published in 1905, on the molecular mechanisms of Brownian motion established the existence of atoms. In the last 100 years Brownian motion has not only revolutionized our fundamental understanding of the nature ofthermal fluctuations in physical systems, but it has also explained many counterintuitive phenomena in earth and environmental sciences as well as in life sciences. This 2-part article begins with a brief historical survey and an introduction to the concepts and theoretical techniques for studying Brownian motion. Then, in Part 2 a discussion on rotational Brownian motion and Brownian shape fluctuations of soft materials is followed by an elementary introduction to two of the hottest topics in this contemporary area of interdisciplinary research, namely,stochastic resonance andBrownian ratchet.  相似文献   

7.
This article is a reply to Gewirtz and Cribb's argument for ethical reflexivity, presented in a previous issue of this journal. These authors compared their views with mine, suggesting a way in which the differences between our positions could be overcome. I argue that, while there is certainly substantial agreement, there are also some fundamental differences between us, notably about the goal of research. Indeed, in my view, what they recommend involves a greatly increased danger of bias and a version of scientism. At issue here is, in large part, the kind of ethical reflexivity that is appropriate in sociological work.  相似文献   

8.
Abstract

In one of his notebooks, Albert Camus describes, The stranger, The myth of Sisyphus, Caligula and The misunderstanding as pertaining to a series; a schema that suggests that if one were to write about one of these literary works, one would be writing about parts of a whole unless one also engaged with the others. Whether one does this or not, may or may not reflect the nature of the relationship one sees these texts as sharing. The stranger and The myth of Sisyphus share something unique: they are both as Camus describes them, zero points; a zero point here being understood as the zero point at which one thinks about one’s existence. This article begins with a reflection upon the relative philosophical value of understanding The myth of Sisyphus as a work of art and then occupies itself with how this understanding might provide an opportunity for self-reflection when reading The stranger. The reading of The myth of Sisyphus is not used so much to better understand Meursault (the protagonist of The stranger) and his story but to invert our interpretative methodology such that it is possible to speak to the reader as a significant actor. The novel is thought of in terms of the gifting of a philosophical problem, a problem which the author of this article attempts to understand from the point of view of how one might see oneself as paradoxically implicated in the drama of its articulation. It is this paradox that will lead us to speak of the narrative of The stranger as referring to a problem in how philosophy speaks to our experience of education.  相似文献   

9.
This article sets out to go beyond those criticisms that claim Bourdieu’s theory is structuralist determinism and identifies how change can be realized within a Bourdieusian framework. Starting with Bourdieu’s theory of practice, the first part of this article aims to develop an understanding of the interlocking relationship between capital, habitus and field. The review shows that the inability to anticipate change is arguably the most crucial weakness of the Bourdieusian framework. The second part examines Bourdieu’s attempts that seemingly challenge the determinist criticism: ‘reproduction strategy’, ‘reflexivity’ and ‘hysteresis effect’. By relocating these concepts in Bourdieu's grand social theory, it then becomes clear that change is attainable in Bourdieusian theory if we can successfully identify the ‘mismatch’ between the field and habitus that can trigger the awakening of consciousness, fully recognize the neglected, but equally important, methodical mode of habitus formation, which is ‘explicit pedagogy’, and strategically engage with an open system that provides new possibilities. By scrutinizing Bourdieu in his original texts, with an eye to finding the ‘hidden essence’, this article hopes to show the need to take a certain theoretical innovation, one that is clearly outside the habitual use of Bourdieu’s theory.  相似文献   

10.
This article examines Canadian immigrant and intercultural learning as an insightful context for examining transformative learning. Theories of intercultural communication are explored, particularly the concept of transculturality and Bhabha’s concept of ‘Third Space’. Various concepts of the self are also compared, particularly two conceptions implicit in theories of transformative learning, the autonomous self and the relational self. Finally, three empirical studies from Canada are reviewed and findings discussed regarding the transformative process of learning into transculturality as well as the relational self and relational knowing in transformative learning.  相似文献   

11.
Lester Brown 《Prospects》1979,9(2):159-169
International understanding, once a humanitarian virtue, is now a dramatic, urgent necessity: the interdependence of the different regions and countries of the world and the strain on limited resources are such that without understanding leading to co-operation there will be disaster. The following article by Lester Brown, head of the Worldwatch Institute, should serve to remind our readers that unless we all become educated to the grave problems facing humanity, the technical skills and general knowledge imparted by our shool and university systems may well become superfluous. [Ed.] D. C.-based non-profit research organization created to analyse and to focus attention on global problems. Author of In the Human Interestand The Twenty Ninth Day: Accommodating Human Needs and Numbers to the Earth's Resources.  相似文献   

12.
Archimedes is generally regarded as the greatest mathematician of antiquity and alongside Isaac Newton and C F Gauss as the top three of all times. He was also an excellent theoreticiancum-engineer who identified mathematical prob lems in his work on mechanics, got hints on their solution through engineering techniques and then solved those mathematical problems, many a time discovering fundamental results in mathematics, for instance, the concepts oflimits andintegration. In his own words,“… which I first dis covered by means of mechanics and then exhibited by means of geometry”. In this article we briefly describe some of his main contributions to mathematics.  相似文献   

13.
Summary Educational technologists have moved from a unique concern with the how-to-do-its of behavior change (such as television, computers, and instructional delivery systems) to the inclusion ofwhat to teach. This expanded scope was encouraged and made possible by the pioneering work on measurable objectives. As soon as consideration of not onlyhow andwhat were part of the technologist’s repertoire, the consideration ofwhy was upon us. Tools and techniques, including needs assessment, needs analysis, system analysis, and systems analysis, were all moving us not only toward doing a more efficient and effective job of changing (or maintaining) behavior, but also toward determining why something should be taught and why behavior should be changed (or maintained) in the first place. The formal consideration ofwhy is a growing and thriving area of educational technology and is seen as possibly having several layers, including considerations of results both within and external to an organizational context. A suggested relationship is presented between several possible layers or organizations, with the ultimate referent for planning, doing, and evaluating being the individuals’ abilities to survive and contribute in society when they legally leave our educational agencies or training establishments. It is suggested that in the future, in order to relate the various factors of production of behavior change and/or maintenance, we reserve the terms “input,” “process,” and “output” for activities and results within an organization, and the term “outcome” for the results external to the organization. The technologist’s world has indeed expanded from the sole consideration ofhow to teach better to the inclusion ofwhat to teach better, andwhy we should teach what we are teaching in the first place. As we grow more inclusive and responsive in our planning and doing, as we grow more holistic and humanistic, our risks grow—but so do our responsiveness, responsibility, and satisfactions. An erratum to this article is available at .  相似文献   

14.
This two-part article considers certain fundamental symmetries of nature, namely the discrete symmetries of parity (P), charge conjugation (C) and time reversal (T), and their possible violation. Recent experimental results are discussed in some depth. In this second part, we discussCP andT violation and arrive at a synthesis.  相似文献   

15.
Abstract

For some time, the role of culture in language education within schools, universities and professional communication has received increasing attention. This article identifies two aporias in the discourse of intercultural communication (IC): first, that it contains an unstated movement towards a universal consciousness; second, that its claims to truth are grounded in an implicit appeal to a transcendental moral signified.These features constitute IC discourse as ‘totality’, or as ‘metaphysics of presence’.The article draws on the work of Levinas (1969/2007, 1998/2009); and Derrida (1976, 1978, 1981, 1993) to propose more considered ethical grounds for intercultural praxis. Contra a Hegelian impetus towards universal consciousness,we posit an irreducible distance and separation between the self and other. In so doing, not only are we able to supersede the field’s implicit appeal to the transcendental as a source of truth but also to counter perceptibly ‘exorbitant’ claims and actions of the intercultural other. In this vein, the article proposes a discourse ethics of responsibility by which it still becomes possible for a critical intercultural praxis to make value judgements and to take potentially transformative action vis-à-vis cultural acts that challenge the limits of intercultural tolerance and hospitality.  相似文献   

16.
Abstract

This article explores the appearance of new teacher roles within the Italian education discourse, in particular focusing on official and scholarly texts from 1990 to 2015. During the second half of this period, the conceptual borders of two distinct roles, the intercultural teacher and the cultural mediator, begin to blur so that all teachers are called to engage in mediation. The role of mediator is made up of practices and dispositions intended to create a bridge between non-Italian students and Italian schools. The collapse of the teacher and mediator roles creates a new discursive context in which the Italian teacher is positioned to reconstitute her/himself through the adoption of these new practices and dispositions, thus constituting a new subjectivity. The new subjectivity, homo pontem, is in part an effect of political reasoning and the theorising of intercultural and citizenship education that has produced state-sponsored policies meant to manage immigrants in Italian schools. The Italian Ministry of Education first referred to intercultural education in 1990, marking a starting-off point for this study. Through a discourse analysis of ministerial documents and Italian scholarship, the overlapping of the roles of cultural mediator and intercultural teacher is tracked. The effect of this overlapping suggests the availability of new techniques of the self, with the Italian teacher called upon to engage in practices that facilitate non-Italian students’ integration, foster dialogue between cultures, and protect a new Italian way of being in today’s multicultural Italian nation-state.  相似文献   

17.
ABSTRACT

This article posits that each content area that falls under the umbrella of kinesiology must develop a future cadre of professionals who are competent in their content knowledge and are trained as leaders who are able to understand the essential impacts of culture on their work. The intentional development of culturally fluent leaders should be a cornerstone placed at the intersections of the discrete fields contained within kinesiology to collectively and authentically promote excellence in the whole, which is potentially greater than anything possible for the individual parts. Cultural fluency is an on-going process of critical reflection with the intention of accurately interpreting intercultural interactions. Leadership is essential to support cultural fluency, and being culturally fluent may be essential for effective leadership. Both must be explicitly taught to future kinesiology professionals at the undergraduate and graduate levels to collectively move the professions forward to accurately serve the health, wellness, and physical activity needs of all individuals in our dynamic society.  相似文献   

18.
This article is based on the finding that for many students, high school is a place for young people's life and living together, a place for subjectivisation. The process of subjectivisation is approached through a discussion that questions conceptions of students as strategists of their school trajectory, as well as conceptions of youth life as the excitement of vibrating together. The claim is made that young people's life at school is a process of finding meaningful Others: other styles, other friends, and the other gender. Faced with options and risks, students also develop reflexivity. These topics are examined in three different scenarios: a general high school that is part of the university system in Mexico City, a technical high school in the metropolitan area, and community intercultural high schools in an indigenous rural zone.  相似文献   

19.
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20.
Washington correspondent of The New Statesman and Nouvelle Observateur and a founder and editor of Mayday, a new weekly of political reporting

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