Eminent Contributors to Psychology: A bibliography of secondary references

Eminent Contributors to Psychology: A bibliography of secondary references

Author: Robert Irving Watson

Publisher:

Published: 1974

Total Pages: 1256

ISBN-13:

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Lists of writing of selected persons (538) who lived between 1600 and 1967. Includes 228 psychologists and 310 persons in other fields who made contributions to psychology. International in scope. First volume devoted to major primary references; second volume contains secondary references. Alphabetical arrangement by authors. Complete entry includes name, dates, nationality, field, eminence rating, and bibliography.


Bridging Educational Leadership, Curriculum Theory and Didaktik

Bridging Educational Leadership, Curriculum Theory and Didaktik

Author: Michael Uljens

Publisher:

Published: 2020-10-08

Total Pages: 482

ISBN-13: 9781013268380

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This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of 'globopolitanism'. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.


Theories of Bildung and Growth

Theories of Bildung and Growth

Author: Pauli Siljander

Publisher: Springer Science & Business Media

Published: 2012-12-30

Total Pages: 318

ISBN-13: 9462090319

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Continental philosophy of education and North American educational thinking are two traditions of their own, yet it is fruitful to compare for similarities and differences between the two and thus generate interest in a mutual dialogue and exchange between European and North American of philosophy of education. The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educational thinking while discussing the notion of Bildung and its diversity, from J.A.Comenius to Th. Adorno. In addition, the book discusses the idea of growth inherited from American progressive education and classical Pragmatism. The various contributors to the book offer insights to the theoretical discussion on education, and specify the historical and thematic connections between different thinking models. The book shows that connections between continental educational theories and classical Pragmatism are stronger than generally assumed. As such, the book invites the readers to challenge their own prejudices and views on Bildung and growth, and the relationship between them. “Education would be tyranny if it did not lead to freedom.” (J.F. Herbart) “The teacher who can get along by keeping spontaneous interest excited must be regarded as the teacher with the greatest skill.” (W. James)


Founding Psychoanalysis Phenomenologically

Founding Psychoanalysis Phenomenologically

Author: Dieter Lohmar

Publisher: Springer Science & Business Media

Published: 2011-10-12

Total Pages: 302

ISBN-13: 9400718489

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The present anthology seeks to give an overview of the different approaches to establish a relation between phenomenology and psychoanalysis, primarily from the viewpoint of current phenomenological research. Already during the lifetimes of the two disciplines' founders, Edmund Husserl (1859 - 1938) and Sigmund Freud (1856 – 1939), phenomenological and phenomenologically inspired authors were advancing psychoanalytic theses. For both traditions, the Second World War presented a painful and devastating disruption of their development and mutual exchange. During the postwar period, phenomenologists, especially in France, revisited psychoanalytic topics. Thus, in the so-called second generation of phenomenology there developed an intensive reception of the psychoanalytic tradition, one that finds its expression even today in current hermeneutic, postmodern and poststructuralist conceptions. But also in more recent phenomenological research we find projects concentrated systematically on psychoanalysis and its theses. In this context, the status of psychoanalysis as a science of human experience is discussed anew, now approached on the ‘first person’ basis of a phenomenological understanding of subjective experience. In such approaches, phenomena like incorporation, phantasy, emotion and the unconscious are discussed afresh. These topics, important for modern phenomenology as well as for psychoanalysis, are examined in the context of the constitution of the human person as well as of our intersubjective world. The analyses are also interdisciplinary, making use of connections with modern medicine, psychiatry and psychotherapy. The systematic investigations are enriched by historical analysis and research in the internal development of the disciplines involved. The volume presents recent work of internationally recognized researchers – phenomenologically oriented philosophers, psychoanalysts and psychotherapists – who work in the common field of the two disciplines. The editors hope that this selection will encourage further systematic collaboration between phenomenology and psychoanalysis


Fifty Major Thinkers on Education

Fifty Major Thinkers on Education

Author: Joy Palmer

Publisher: Routledge

Published: 2002-09-11

Total Pages: 271

ISBN-13: 1134735944

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In this unique work some of today's greatest educators present concise, accessible summaries of the great educators of the past. Covering a time-span from 500 BC to the early twentieth century each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of their impact and influence, a list of their major writings and suggested further reading. Together with Fifty Modern Thinkers on Education, this book provides a unique reference guide for all students of education.