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Critical Pedagogy and Cognition An Introduction to a Postformal Educational Psychology

Critical Pedagogy and Cognition An Introduction to a Postformal Educational Psychology This book simultaneously contributes to the fields of critical pedagogy and educational psychology in new and innovative ways by demonstrating how critical pedagogy, postformal psychology, and Enlightenment science, seemingly separate and distinct disciplines, are actually part of the same larger, contextualized, complex whole from the inner most developmentally-fixed biological context of human faculties to the perpetually shifting, socially and politically constructed context of individual schema and human civilization. The text’s uniqueness stems from its bold attempt to connect the postformal critical constructivist/pedagogy work of Joe Kincheloe and others to Western science through a shared, although previously misunderstood, critique and rejection of crude forms of social control, which the psychologists call behaviorism and Western scientists identify as mechanical philosophy. This book therefore argues that critical pedagogy— which includes, among others, anarchist, Marxist, feminist, Indigenous (globally conceived), Afro-Caribbean/American, and postmodern traditions—and critical/constructivist educational psychology have much to gain by engaging previously rejected work in critical solidarity, that is, without compromising one’s values or democratic commitments. The goal of this book is therefore to contribute to this vision of developing a more transgressive and transformational educational psychology. ; This innovative book synthesizes the apparently distinct fields of critical pedagogy, post-formal psychology, and Enlightenment science, showing how they are part of a complex whole that ranges from human biological faculties to politically constructed schema. ; This book simultaneously contributes to the fields of critical pedagogy and educational psychology in new and innovative ways by demonstrating how critical pedagogy, postformal psychology, and Enlightenment science, seemingly separate and distinct disciplines, are actually part of the same larger, contextualized, complex whole from the inner most developmentally-fixed biological context of human faculties to the perpetually shifting, socially and politically constructed context of individual schema and human civilization. The text’s uniqueness stems from its bold attempt to connect the postformal critical constructivist/pedagogy work of Joe Kincheloe and others to Western science through a shared, although previously misunderstood, critique and rejection of crude forms of social control, which the psychologists call behaviorism and Western scientists identify as mechanical philosophy. This book therefore argues that critical pedagogy— which includes, among others, anarchist, Marxist, feminist, Indigenous (globally conceived), Afro-Caribbean/American, and postmodern traditions—and critical/constructivist educational psychology have much to gain by engaging previously rejected work in critical solidarity, that is, without compromising one’s values or democratic commitments. The goal of this book is therefore to contribute to this vision of developing a more transgressive and transformational educational psychology. ; Introduction by Joe L. Kincheloe and Curry Stephenson Malott PSYCHOLOGICAL AND CRITICAL FOUNDATIONS 1. Paradigms and Knowledge: Understanding the Field of Cognitive Studies and Educational Psychology 2. The Social Construction of the Dominant Psychological Paradigm: Columbus, Slavery, and the Discourses of Domination 3. The Social Construction of Educational Psychology (continued): Implications for Teacher Education POSTFORMAL PSYCHOLOGY AND CRITICAL PEDAGOGY 4. What is Postformal Psychology? Toward a Theory of Critical Complexity 5. What is Critical Pedagogy? The Historical and Philosophical Roots of Criticality 6. Academic Critical Pedagogy: Critical Pedagogy in the Contemporary Context CRITICAL THEORY AND REVOLUTIONARY PSYCHOLOGY 7. Postformal Psychology: Widening the Circle of Criticality; This book simultaneously contributes to the fields of critical pedagogy and educational psychology in new and innovative ways by demonstrating how critical pedagogy, postformal psychology, and Enlightenment science, seemingly separate and distinct disciplines, are actually part of the same larger, contextualized, complex whole from the inner most developmentally-fixed biological context of human faculties to the perpetually shifting, socially and politically constructed context of individual schema and human civilization. The text’s uniqueness stems from its bold attempt to connect the postformal critical constructivist/pedagogy work of Joe Kincheloe and others to Western science through a shared, although previously misunderstood, critique and rejection of crude forms of social control, which the psychologists call behaviorism and Western scientists identify as mechanical philosophy. This book therefore argues that critical pedagogy— which includes, among others, anarchist, Marxist, feminist, Indigenous (globally conceived), Afro-Caribbean/American, and postmodern traditions—and critical/constructivist educational psychology have much to gain by engaging previously rejected work in critical solidarity, that is, without compromising one’s values or democratic commitments. The goal of this book is therefore to contribute to this vision of developing a more transgressive and transformational educational psychology. ; Introduces readers to a complex set of ideas around issues of critical pedagogy, cognition, and educational psychology Lays out a new paradigmatic approach to the study of cognition and the implications of this perspective for educational psychology Presents complex ideas in an accessible format ; GB http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Critical Pedagogy and Cognition An Introduction to a Postformal Educational Psychology

197 pages

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Publisher
Springer Netherlands
Copyright
Copyright � Springer Basel AG
DOI
10.1007/978-94-007-0630-9
Publisher site
See Book on Publisher Site

Abstract

This book simultaneously contributes to the fields of critical pedagogy and educational psychology in new and innovative ways by demonstrating how critical pedagogy, postformal psychology, and Enlightenment science, seemingly separate and distinct disciplines, are actually part of the same larger, contextualized, complex whole from the inner most developmentally-fixed biological context of human faculties to the perpetually shifting, socially and politically constructed context of individual schema and human civilization. The text’s uniqueness stems from its bold attempt to connect the postformal critical constructivist/pedagogy work of Joe Kincheloe and others to Western science through a shared, although previously misunderstood, critique and rejection of crude forms of social control, which the psychologists call behaviorism and Western scientists identify as mechanical philosophy. This book therefore argues that critical pedagogy— which includes, among others, anarchist, Marxist, feminist, Indigenous (globally conceived), Afro-Caribbean/American, and postmodern traditions—and critical/constructivist educational psychology have much to gain by engaging previously rejected work in critical solidarity, that is, without compromising one’s values or democratic commitments. The goal of this book is therefore to contribute to this vision of developing a more transgressive and transformational educational psychology. ; This innovative book synthesizes the apparently distinct fields of critical pedagogy, post-formal psychology, and Enlightenment science, showing how they are part of a complex whole that ranges from human biological faculties to politically constructed schema. ; This book simultaneously contributes to the fields of critical pedagogy and educational psychology in new and innovative ways by demonstrating how critical pedagogy, postformal psychology, and Enlightenment science, seemingly separate and distinct disciplines, are actually part of the same larger, contextualized, complex whole from the inner most developmentally-fixed biological context of human faculties to the perpetually shifting, socially and politically constructed context of individual schema and human civilization. The text’s uniqueness stems from its bold attempt to connect the postformal critical constructivist/pedagogy work of Joe Kincheloe and others to Western science through a shared, although previously misunderstood, critique and rejection of crude forms of social control, which the psychologists call behaviorism and Western scientists identify as mechanical philosophy. This book therefore argues that critical pedagogy— which includes, among others, anarchist, Marxist, feminist, Indigenous (globally conceived), Afro-Caribbean/American, and postmodern traditions—and critical/constructivist educational psychology have much to gain by engaging previously rejected work in critical solidarity, that is, without compromising one’s values or democratic commitments. The goal of this book is therefore to contribute to this vision of developing a more transgressive and transformational educational psychology. ; Introduction by Joe L. Kincheloe and Curry Stephenson Malott PSYCHOLOGICAL AND CRITICAL FOUNDATIONS 1. Paradigms and Knowledge: Understanding the Field of Cognitive Studies and Educational Psychology 2. The Social Construction of the Dominant Psychological Paradigm: Columbus, Slavery, and the Discourses of Domination 3. The Social Construction of Educational Psychology (continued): Implications for Teacher Education POSTFORMAL PSYCHOLOGY AND CRITICAL PEDAGOGY 4. What is Postformal Psychology? Toward a Theory of Critical Complexity 5. What is Critical Pedagogy? The Historical and Philosophical Roots of Criticality 6. Academic Critical Pedagogy: Critical Pedagogy in the Contemporary Context CRITICAL THEORY AND REVOLUTIONARY PSYCHOLOGY 7. Postformal Psychology: Widening the Circle of Criticality; This book simultaneously contributes to the fields of critical pedagogy and educational psychology in new and innovative ways by demonstrating how critical pedagogy, postformal psychology, and Enlightenment science, seemingly separate and distinct disciplines, are actually part of the same larger, contextualized, complex whole from the inner most developmentally-fixed biological context of human faculties to the perpetually shifting, socially and politically constructed context of individual schema and human civilization. The text’s uniqueness stems from its bold attempt to connect the postformal critical constructivist/pedagogy work of Joe Kincheloe and others to Western science through a shared, although previously misunderstood, critique and rejection of crude forms of social control, which the psychologists call behaviorism and Western scientists identify as mechanical philosophy. This book therefore argues that critical pedagogy— which includes, among others, anarchist, Marxist, feminist, Indigenous (globally conceived), Afro-Caribbean/American, and postmodern traditions—and critical/constructivist educational psychology have much to gain by engaging previously rejected work in critical solidarity, that is, without compromising one’s values or democratic commitments. The goal of this book is therefore to contribute to this vision of developing a more transgressive and transformational educational psychology. ; Introduces readers to a complex set of ideas around issues of critical pedagogy, cognition, and educational psychology Lays out a new paradigmatic approach to the study of cognition and the implications of this perspective for educational psychology Presents complex ideas in an accessible format ; GB

Published: Feb 10, 2011

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