LEADER 02368nam 2200565 a 450 001 9910465161703321 005 20200520144314.0 010 $a9786613207470 010 $a1-4411-8493-7 010 $a1-283-20747-8 035 $a(CKB)2560000000152748 035 $a(EBL)743233 035 $a(OCoLC)745866764 035 $a(SSID)ssj0000522083 035 $a(PQKBManifestationID)12214770 035 $a(PQKBTitleCode)TC0000522083 035 $a(PQKBWorkID)10527286 035 $a(PQKB)10531111 035 $a(MiAaPQ)EBC743233 035 $a(Au-PeEL)EBL743233 035 $a(CaPaEBR)ebr10488234 035 $a(CaONFJC)MIL320747 035 $a(EXLCZ)992560000000152748 100 $a20100325d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDivinely abused$b[electronic resource] $ea philosophical perspective on Job and his kin /$fN. Verbin 210 $aLondon ;$aNew York $cContinuum$dc2010 215 $a1 online resource (179 p.) 300 $aDescription based upon print version of record. 311 $a0-8264-3588-2 311 $a1-4411-3856-0 320 $aIncludes bibliographical references and index. 327 $aContents; Acknowledgments; Introduction; 1. WHAT IS ABUSE?; 2. DIVINE ABUSE; 3. THE WAY OUT: FROM ABUSE TO SUFFERING; 4. FORGIVENESS; 5. FORGIVING GOD; Conclusion; Bibliography; Index 330 $aDivinely Abused engages with the logical features of the experience of divine abuse and the religious difficulties to which it gives rise. Taking Job's trial as a test case, Verbin explores the relation between Job's manner of understanding and responding to his misfortunes and the responses of others such as rabbi Aqiva, Kierkegaard and Simone Weil. She discusses the religious crisis to which the experience of divine abuse gives rise and the possibility of sustaining a minimal relationship with the God who is experienced as an abuser by means of forgiving God. 606 $aReligion$xPhilosophy 608 $aElectronic books. 615 0$aReligion$xPhilosophy. 676 $a223.106 700 $aVerbin$b N$g(Nehama),$f1968-$0956450 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465161703321 996 $aDivinely abused$92165696 997 $aUNINA LEADER 03509oam 2200649I 450 001 9910461499203321 005 20200520144314.0 010 $a1-283-46114-5 010 $a9786613461148 010 $a1-136-81579-1 010 $a0-203-82950-6 024 7 $a10.4324/9780203829509 035 $a(CKB)2670000000148387 035 $a(EBL)958687 035 $a(OCoLC)798530562 035 $a(SSID)ssj0000711485 035 $a(PQKBManifestationID)11386551 035 $a(PQKBTitleCode)TC0000711485 035 $a(PQKBWorkID)10681695 035 $a(PQKB)10964665 035 $a(MiAaPQ)EBC958687 035 $a(Au-PeEL)EBL958687 035 $a(CaPaEBR)ebr10533853 035 $a(CaONFJC)MIL346114 035 $a(OCoLC)785782574 035 $a(EXLCZ)992670000000148387 100 $a20180706d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDisavowed knowledge $epsychoanalysis, education, and teaching /$fPeter M. Taubman 210 1$aNew York, N.Y. :$cRoutledge,$d2012. 215 $a1 online resource (225 p.) 225 1 $aStudies in curriculum theory 300 $aDescription based upon print version of record. 311 $a0-415-89050-0 311 $a0-415-89051-9 320 $aIncludes bibliographical references (p. [188]-203) and index. 327 $aCover; Disavowed Knowledge Psychoanalysis, Education, and Teaching ; Copyright; Contents; Preface; Acknowledgments; 1. Introduction; 2. Disavowed Knowledge; 3. Beginnings: 1909 to World War II; 4. Psychoanalysis and Education in Post World War II America: World War II to 1968; 5. Psychoanalysis and Education: 1968 to the Present; 6. Conclusion; Bibliography; Index 330 $a"This is the first and only book to detail the history of the century-long relationship between education and psychoanalysis. Relying on primary and secondary sources, it provides not only a historical context but also a psychoanalytically informed analysis. In considering what it means to think about teaching from a psychoanalytic perspective and in reviewing the various approaches to and theories about teaching and curriculum that have been informed by psychoanalysis in the twentieth century, Taubman uses the concept of disavowal and focuses on the effects of disavowed knowledge within both psychoanalysis and education and on the relationship between them. Tracing three historical periods of the waxing and waning of the medical/therapeutic and emancipatory projections of psychoanalysis and education, the thrust of the book is for psychoanalysis and education to come together as an emancipatory project. Supplementing the recent work of educational scholars using psychoanalytic concepts to understand teaching, education, and schooling, it works to articulate the stranded histories, the history of what could have been and might still be in the relationship between psychoanalysis and education"-- Provided by publisher. 410 0$aStudies in curriculum theory. 606 $aPsychoanalysis and education 606 $aLearning, Psychology of 608 $aElectronic books. 615 0$aPsychoanalysis and education. 615 0$aLearning, Psychology of. 676 $a370.15 700 $aTaubman$b Peter Maas$f1947-,$0965127 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461499203321 996 $aDisavowed knowledge$92189587 997 $aUNINA