First published in 1980, Coming to Know offers an account which runs counter to orthodox educational psychology, in which learning and knowledge are reified, emotional aspects are excluded, the personal-social situation of the learner is ignored, and the created character of knowledge with all its social and political ramifications is denied. This collection of work explores personal knowing in a wide range of activities, from children's classroom adjustment, through student learning as a social practice, to women's perceptions of themselves. It argues that the processes of learning and knowing are not divorced from the learner as a person. Broadly humanistic in its approach, Coming to Know provides a welcome counterbalance to the scientific theory of learning. This book is an essential read for scholars and researchers of educational psychology and also for teachers and educationists.
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Höhe: 234 mm
Breite: 156 mm
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ISBN-13
978-1-032-22379-7 (9781032223797)
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Schweitzer Klassifikation
Introduction Part I 1. Children's Classroom Adjustment 2. Student Learning as Social Practice 3. Handing Down the Magic Part II 4. On the Variety of the Forms of Self- Knowledge: Some Second Thoughts about Research on Women's Perceptions of Themselves 5. From a Marginal Man to a Plural Person 6. Feeling and Knowing Part III 7. Intelligence: An Ideological Bias of Conventional Psychology 8. The Dramatic Mode 9. Learning in Psychotherapy Index
