ISBN:
1283117754
,
9789400706309
,
9781283117753
Language:
English
Pages:
Online-Ressource
,
v.: digital
Edition:
Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
Series Statement:
Explorations of Educational Purpose 15
DDC:
370.11/5
Keywords:
Education
;
Educational psychology
;
Education Psychology
;
Pädagogische Psychologie
;
Kritische Pädagogik
Abstract:
This book simultaneously contributes to the fields of critical pedagogy and educational psychology in new and innovative ways by demonstrating how critical pedagogy, postformal psychology, and Enlightenment science, seemingly separate and distinct disciplines, are actually part of the same larger, contextualized, complex whole from the inner most developmentally-fixed biological context of human faculties to the perpetually shifting, socially and politically constructed context of individual schema and human civilization. The texts uniqueness stems from its bold attempt to connect the postformal critical constructivist/pedagogy work of Joe Kincheloe and others to Western science through a shared, although previously misunderstood, critique and rejection of crude forms of social control, which the psychologists call behaviorism and Western scientists identify as mechanical philosophy. This book therefore argues that critical pedagogy which includes, among others, anarchist, Marxist, feminist, Indigenous (globally conceived), Afro-Caribbean/American, and postmodern traditionsand critical/constructivist educational psychology have much to gain by engaging previously rejected work in critical solidarity, that is, without compromising ones values or democratic commitments. The goal of this book is therefore to contribute to this vision of developing a more transgressive and transformational educational psychology.
Description / Table of Contents:
Preface; Contents; 1 Introduction; Part I Psychological and Critical Foundations; 2 Paradigms and Knowledge: Understanding the Field of Cognitive Studies and Educational Psychology; From Ancient Greece to Ancient Egypt: Introducing the Evolving Western Concept of Mind; The Emergence of Western Science: Reason as Revolution Against Divine-Right Tyranny; From Descartes to Newton and Beyond: The Destruction of Mechanical Philosophy; The Emergence of Psychology as a Discipline: Competing Hegemonies and the Recovery of Mechanical Philosophy; Mentalism and Wundt
Description / Table of Contents:
Introducing Behaviorism: Basic Assumptions and the Contemporary Context Behaviorism and US Education Policy: A Brief Contextualization; A Closer Look at Behaviorism: Foundational Figures in Neo-mechanical Educational Psychology; E. Thorndike; B.F. Skinner; A. Maslow; H. Gardner; R. Nisbett; Piaget and the Constructivist Revolution; Beyond Piaget: An Introduction to Postformal Psychology; Subjugated Contributions to Postformal Psychological Knowledge; S. Freud: The Complexity of Consciousness; C.G. Jung: Collective Conscious and the Emerging Individual
Description / Table of Contents:
L. Vygotsky: Challenging the Determinism of Mechanical Philosophy Paulo Freire; Critical Pedagogy and Educational Psychology: The Re-emergence of Postformalism; Old School Paths from Behaviorism: Noam Chomsky and the Anarchist Challenge of Science; A Unified Reading of Chomsky's Work; The Limitations of Chomsky's Western Science; Buddhist Psychology; Conclusion; 3 The Social Construction of the Dominant Psychological Paradigm: Columbus, Slavery, and the Discourses of Domination; The Colonial Legacy of Psychological Concepts; The Social Construction of Psychological Concepts
Description / Table of Contents:
4 The Social Construction of Educational Psychology (Continued): Implications for Teacher Education What Have Been the Implications of This Context?; Beyond Obama: Right, White, Wing Resurgence; Teacher Candidates and Their Social Construction of Educational Psychology; Behaviorism and Learning; The Question of Student Growth; The Mind and Critical Pedagogy: Looking at Kincheloe; Conclusion; Part II Postformal Psychology and Critical Pedagogy; 5 What Is Postformal Psychology? Toward a Theory of Critical Complexity; Postformalism: A Critical Pedagogy for Educational Psychology
Description / Table of Contents:
A Critique of Dominant Society Basic Principles; The Bricoluer: Postformal Research Methods; Conclusion: What Does It All Mean?; 6 What Is Critical Pedagogy? The Historical and Philosophical Roots of Criticality; Columbus, Saint-Domingue, and the Emergence of Revolutionary Critical Pedagogy: An Historical Introduction and Analysis; Conclusion: The Emergence of Academic Critical Pedagogy; 7 Academic Critical Pedagogy: Critical Pedagogy in the Contemporary Context; Gramsci; Frankfurt School; Freire; Academic Critical Pedagogy at the End of the Twentieth Century
Description / Table of Contents:
Psychology, Mind, and the Emergence of Critical Constructivist Critical Pedagogy
Note:
Includes bibliographical references and index
,
Electronic reproduction; Available via World Wide Web
DOI:
10.1007/978-94-007-0630-9
URL:
Volltext
(lizenzpflichtig)
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