Full Description
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.
Contents
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
