Learning in a border country: Using psychodynamic ideas in teaching and research

Hunt, Celia and West, Linden (2006) Learning in a border country: Using psychodynamic ideas in teaching and research. Studies in the Education of Adults, 38 (2). pp. 160-177. ISSN 0266-0830

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Abstract

This paper arises out of recognition of the importance of psychodynamic theory in our approaches to teaching and research. We demonstrate how psychodynamic ideas - broadly defined as encouraging people to engage more closely with thoughts and feelings that may be hidden from the conscious mind - can be applied in many, diverse, and radical ways. But also how such an approach can be problematical both for students and teachers. We take issue with those writers who want to separate therapy from education, insisting as they do that 'therapeutic education' involves a 'diminished' notion of the subject who sees him- or herself as a victim of circumstances. Instead, we suggest, entering the border country between therapeutic and educational processes and ideas can be deeply rewarding as well as empowering for teachers, researchers and learners alike.

Item Type: Article
Additional Information: This paper engages in the current debate about 'therapeutic education', arguing against the view that it involves a diminished notion of the subject who sees him- or herself as a victim of circumstances. Instead, it argues that entering the border country between therapeutic and educational processes and ideas can be deeply rewarding as well as empowering for teachers, researchers and learners alike. The two authors bring a different theoretical perspective: Hunt draws on interpersonal psychodynamic theory and West on object relations theory. The paper was refereed by two independent readers and makes a significant contribution to an important current debate in adult education.
Schools and Departments: School of Business, Management and Economics > Centre for Community Engagement
Depositing User: Celia Hunt
Date Deposited: 06 Feb 2012 20:46
Last Modified: 03 Apr 2012 09:17
URI: http://sro.sussex.ac.uk/id/eprint/28013
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