Affective Learning for Contemporary Education

Exploring the Limits of Psychology for Educational Purposes
1. Auflage 2024
ISBN: 978-1-032-52607-2
Verlag: Routledge

Buch, Englisch, 180 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 440 g

Reihe: Routledge New and Critical Studies in Education

This book dissects the relationship between the disciplines of Psychology and Education Studies to provide a new and critical perspective on the usefulness of psychological research and theory for educational purposes.

Assuming that affective states form an important part of how humans relate to their environment, this book posits that the currently dominant cognitive approach to the field of psychology is unable to account sufficiently for this experiential reality of human life. Providing a philosophical investigation of this disparity, chapters offer an in-depth discussion of affective states for transformative learning, chart the journey of Psychology as an independent academic discipline, and engage classical learning theories in order to offer a broader understanding of complex, field-specific arguments, and engage readers from multidisciplinary backgrounds. Provoking a true paradigm shift in the field of Education Studies based on its own theoretical underpinnings, this book ultimately initiates a partnership between both disciplines to demonstrate a progressive and radical approach to the way we teach and think about the field of education studies.

This cutting-edge book will be of relevance to scholars, researchers, and postgraduate students in the fields of Education Studies, educational psychology, the theory of education, and the philosophy of education more broadly. Senior professionals and academics who wish to expand their knowledge in relation to the international literature of this field would further benefit from this volume more broadly.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Feldges, Tom

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

1.       Introduction

2.       Learning as transmission or as transformation

3.       Education, Emotions, Moods and bodily Feelings

4.       Psychology as the science of mind

5.       Psychology after the ‘Cognitive Revolution’

6.       Educational Phenomenology - an Alternative?

7.       Conclusion

Über Autor(innen)

Tom Feldges has been a member of the executive board of the British Education Studies Association (now The International Education Studies Association) and is a retired HE lecturer and researcher in the UK and Germany.