Bücher der Reihe Education, Psychoanalysis, and Social Transformation

This book explores art practice and learning as processes that break new ground, through which new perceptions of self and world emerge. These learning encounters drive students beyond the security of established patterns of learning into new and modified modes of thinking, feeling, seeing, and making.

Alcorn examines qualities of student resistance to new and uncomfortable information and proposes methods for teachers to work productively with such resistance. Drawing on research from numerous disciplines showing how emotion grounds human reason, he outlines an agenda that makes emotional experience central to educational practice.

Analyzes diverse contemporary reactions to the depiction of the Holocaust and other cultural traumas in museums, movies, television shows, classroom discussions, and bestselling books. This work also describes several effective pedagogical strategies dedicated to overcoming student resistances to critical analysis and social engagement.

Examining the work of Lacan and Freud, Cho argues that a theory of pedagogy is already embedded within psychoanalysis. Psychopedagogy is the name given to this embedded theory. Through a discussion of key psychoanalytic concepts, as well as a variety of other topics, Cho develops the contours of psychopedagogy.

Explains how the study of poetry, by providing experiences similar to those produced by poetry therapy, can help students discover themselves and develop their potential to effect change in the world.

This work examines the impoverished image of life presupposed by the legacy of transcendent and representational thinking that continues to frame the limits of curricular thought.

This volume examines the challenges weighing on the future of education in the face of globalization in the twenty-first century.

This edited book gathers seven established art educators-educator artists who address art education from the philosophical position of Deleuze and Guattari. This book raises questions as to where the future of art and its education might be heading if the focus on art was to be repositioned along Deleuze and Guattari's philosophy of immanence.

This book argues that we have moved into a new cultural period, automodernity, which represents a social, psychological, and technological reaction to postmodernity. In fact, by showing how individual autonomy is now being generated through technological and cultural automation, Samuels posits that we must rethink modernity and postmodernity.