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[null,null,"Autore",null,"Bekerman Zvi"]
[null,null,"Titolo",null,"Psychologized Language in Education : Denaturalizing a Regime of Truth / / by Zvi Bekerman, Michalinos Zembylas"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2018"]
[null,null,"ISBN",null,"9781137549372"]
[{"$nulls":4},"1137549378"]
[null,null,"Edizione",null,"[1st ed. 2018.]"]
[null,null,"Descrizione fisica",null,"1 online resource (XII, 212 p.)"]
[null,null,"Disciplina",null,"407.1"]
[null,null,"Soggetti",null,"Language and languages - Study and teaching"]
[{"$nulls":4},"Language Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"1. Introduction -- 2. Schooling in the Western World -- 3. Dualisms -- 4. Mind Blowing-Blowing Mind -- 5. Individuate, Divide and Reign -- 6. The Self (Intensive Adjective or Being) Authentic, Hiding or Material? -- 7. Identity -- 8. Emotion, Emotional Intelligence and Motivation -- 9. Culture, a Modern Cage? -- 10. Making Sense of Language -- 11. Meaning not exact -- 12. The Psychologized Approach Reviewed -- 13. The Materialist Critique -- 14. Learning/Knowledge and Schooling -- 15. Abandoning Our Fixation with the Individual Mind: The Path beyond Psychologized Language -- 16. The Work of Learning, the Learning of Work -- 17. Conclusion. ."]
[null,null,null,"Sommario/riassunto","This book discusses how psychologized language has come to dominate education and schooling. It critically reviews some major constructs in education—e.g. the mind, the self, identity, emotion, emotional intelligence, motivation, culture, language and meaning—and their grounding in psychologized discourses and suggests some possible ways to overcome these psychologized discourses and remedy their consequences. The book invites readers to move away from static, reified conceptualizations to a more active, social understanding of what education is all about. ."]