LEADER 05605nam 22006975 450 001 9910438354403321 005 20220930112932.0 010 $a1-283-74106-7 010 $a94-007-5038-2 024 7 $a10.1007/978-94-007-5038-8 035 $a(CKB)2670000000280507 035 $a(EBL)994348 035 $a(OCoLC)818317988 035 $a(SSID)ssj0000790907 035 $a(PQKBManifestationID)11441528 035 $a(PQKBTitleCode)TC0000790907 035 $a(PQKBWorkID)10753824 035 $a(PQKB)10153119 035 $a(DE-He213)978-94-007-5038-8 035 $a(MiAaPQ)EBC994348 035 $a(PPN)168339765 035 $a(EXLCZ)992670000000280507 100 $a20121026d2013 m| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEducational Research: The Attraction of Psychology /$fby Paul Smeyers ; edited by Marc Depaepe 205 $a1st ed. 2013. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2013. 215 $a1 online resource (182 p.) 225 1 $aEducational Research ;$v6 300 $aDescription based upon print version of record. 311 $a94-017-8191-5 311 $a94-007-5037-4 320 $aIncludes bibliographical references and index. 327 $a1. Making sense of the attraction of psychology: On the strengths and weaknesses for education and educational research -- 2. Struggling with the historical attractiveness of psychology for educational research illustrated by the case of Nazi-Germany -- 3. On the fatal attractiveness of psychology: Racism of intelligence in education -- 4. Psychology in teacher education: Efficacy, professionalization, management, and habit -- 5. The fatal attraction of the language of developmental psychology in child rearing -- 6. Mirror neuron, mirror neuron in the brain, who?s the cleverest in your reign? From the attraction of psychology to the discovery of the social -- 7. The vocabulary of acts: Neuroscience, phenomenology, and the mirror-neuron -- 8. The attraction of neuropsychological findings in contemporary educational thinking, or: Feeling, emotion and relationship as blind spots in educational theory -- 9. In defence of the humanities against the exaggerated pretensions of ?scientific? psychology -- 10. The theology of education to come -- 11. Learning is not education -- 12. Attention, commitment and imagination in educational research. Open the universe a little more! -- About the Authors -- Author Index -- Subject index. 330 $aThe closely argued and provocative contributions to this volume challenge psychology?s hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour. For example, educational psychology continues to hold a central position in the curricula of trainee teachers in the US, while the language of developmental psychology holds primal sway over our understanding of childrearing and the parent-child relationship.  Questioning the default position of modern psychology as a way of conceptualizing human relations, this collection of papers reexamines key assumptions that include psychology?s self-image as a ?scientific? discipline. Authors also argue that the dogma of neuropsychology in education has demoted concepts such as ?emotion?, ?feeling? and ?relationship?, so that they are now ?blind spots? in educational theory. Other chapters offer a cautionary analysis of how misshapen notions of psychology can legitimize eugenics (as in Nazi Germany) and poison racial attitudes. Above all, has psychology, with its focus on individual merit, been complicit in hiding the impacts of power and privilege in education? This bracing new volume adopts a broader definition of education and childrearing that admits the essential contribution of the humanities to the proper study of mankind. This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research. 410 0$aEducational Research ;$v6 606 $aEducation?Philosophy 606 $aPhilosophy and social sciences 606 $aEducational psychology 606 $aEducation?Psychology 606 $aEducational Philosophy$3https://scigraph.springernature.com/ontologies/product-market-codes/O38000 606 $aPhilosophy of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/E25000 606 $aEducational Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/O39000 615 0$aEducation?Philosophy. 615 0$aPhilosophy and social sciences. 615 0$aEducational psychology. 615 0$aEducation?Psychology. 615 14$aEducational Philosophy. 615 24$aPhilosophy of Education. 615 24$aEducational Psychology. 676 $a150.1 700 $aSmeyers$b Paul$4aut$4http://id.loc.gov/vocabulary/relators/aut$0945407 702 $aDepaepe$b Marc$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910438354403321 996 $aEducational Research: The Attraction of Psychology$92546164 997 $aUNINA