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.
At a time when the US government is spending enormous amounts of money on a project called BRAIN and the European Union has committed itself to the multi-million Human Brain Project, the chances of revealing the workings of the neuronal components of the brain are as good as they have ever been. Nevertheless, even if brain functions – or the entire brain – could be simulated on a computer one day, as the EU project aims for, the question of the relation between the experiencing subject and the brain is still an open one. The tension between experienced subjectivity and its biological basis is at the core of recent philosophical, psychological, sociological, biological and interdisciplinary debates. The traditional Cartesian inner theatre and the resulting substance dualism cannot be made to fit scientific requirements. Reductive accounts, claiming some identity between mental and physical occurrences, display difficulties when it comes to accounting for the experiential dimension of human life. The central question is: What is a subject and how does a subject interact with others? This book is a collection of papers that provides innovative and insightful answers to this question. It is, therefore, as its name suggests, a discussion of subjectivity and the social world.
This will help us customize your experience to showcase the most relevant content to your age group
Please select from below
Login
Not registered?
Sign up
Already registered?
Success – Your message will goes here
We'd love to hear from you!
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.