Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

A Therapeutic Approach to Teaching PoetryThe Teacher as (Whole, Useful, and Permanent) Object

A Therapeutic Approach to Teaching Poetry: The Teacher as (Whole, Useful, and Permanent) Object [Melanie Klein’s concept of projective identification provides an important theoretical basis through which we may consider the dynamics of the classroom. Students will often use projective identification with their teachers as a defense in order to avoid or short-circuit the frustrating process of learning and developing while concurrently creating a poor environment for education. However, projective identification also provides a useful means of communication between teacher and student that can help teachers empathize better with students, so that teachers can respond better to their educational needs. Projective identification can be a defense that disrupts education, or a tool that potentially enhances it. Projective identification refers to a process of projection where in fantasy one puts, or projects, parts of one’s self into an other in such a way that seeks to create a response or alter the other. In the classroom, students will expel and project anxiety-causing parts of themselves into teachers who will then experience their own anxiety; or, students may project their interest and genuine excitement about a class into a teacher, causing the teacher to feel gratified and encouraged. Projective identification can have positive or negative consequences in the classroom depending on the nature of the projections and the way they are responded to.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Therapeutic Approach to Teaching PoetryThe Teacher as (Whole, Useful, and Permanent) Object

Loading next page...
 
/lp/springer-journals/a-therapeutic-approach-to-teaching-poetry-the-teacher-as-whole-useful-UfrHNm1rtS

References (0)

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
Palgrave Macmillan US
Copyright
© Palgrave Macmillan, a division of Nature America Inc. 2012
ISBN
978-1-349-34298-3
Pages
37 –53
DOI
10.1057/9781137102034_3
Publisher site
See Chapter on Publisher Site

Abstract

[Melanie Klein’s concept of projective identification provides an important theoretical basis through which we may consider the dynamics of the classroom. Students will often use projective identification with their teachers as a defense in order to avoid or short-circuit the frustrating process of learning and developing while concurrently creating a poor environment for education. However, projective identification also provides a useful means of communication between teacher and student that can help teachers empathize better with students, so that teachers can respond better to their educational needs. Projective identification can be a defense that disrupts education, or a tool that potentially enhances it. Projective identification refers to a process of projection where in fantasy one puts, or projects, parts of one’s self into an other in such a way that seeks to create a response or alter the other. In the classroom, students will expel and project anxiety-causing parts of themselves into teachers who will then experience their own anxiety; or, students may project their interest and genuine excitement about a class into a teacher, causing the teacher to feel gratified and encouraged. Projective identification can have positive or negative consequences in the classroom depending on the nature of the projections and the way they are responded to.]

Published: Nov 2, 2015

Keywords: Projective Identification; Object Relation; Good Object; Secure Base; Idealize Teacher

There are no references for this article.