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Learning in a border country: Using psychodynamic ideas in teaching and research
journal contribution
posted on 2023-06-08, 07:44 authored by Celia Hunt, Linden WestThis 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.
History
Publication status
- Published
Journal
Studies in the Education of AdultsISSN
0266-0830Issue
2Volume
38Page range
160-177Pages
18.0Department affiliated with
- Centre for Community Engagement Publications
Notes
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.Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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