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Psychologized language in education ...

Bekerman, Zvi.

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Psychologized language in education = denaturalizing a regime of truth /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Psychologized language in education/ by Zvi Bekerman, Michalinos Zembylas.
其他題名:	denaturalizing a regime of truth /
作者:	Bekerman, Zvi.
其他作者:	Zembylas, Michalinos.
出版者:	New York :Palgrave Macmillan US : : 2018.,
面頁冊數:	xii, 212 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Concepts - Education. -
電子資源:	http://dx.doi.org/10.1057/978-1-137-54937-2
ISBN:	9781137549372

Psychologized language in education = denaturalizing a regime of truth /
Bekerman, Zvi.

Psychologized language in educationdenaturalizing a regime of truth /[electronic resource] :by Zvi Bekerman, Michalinos Zembylas. - New York :Palgrave Macmillan US :2018. - xii, 212 p. :ill., digital ;24 cm.

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.

ISBN: 9781137549372

Standard No.: 10.1057/978-1-137-54937-2doiSubjects--Topical Terms:

3297289
Concepts
--Education.

LC Class. No.: LB3609 / .B45 2017

Dewey Class. No.: 378.198

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520 $a 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.
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