Between Psychoanalysis and Pedagogy: Scenes of Rapprochement and Alienation

Autor/in	Britzman, Deborah P.
Titel	Between Psychoanalysis and Pedagogy: Scenes of Rapprochement and Alienation
Quelle	In: Curriculum Inquiry, 43 (2013) 1, S.95-117 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1111/curi.12007
Schlagwörter	Learning Theories; Educational Research; Essays; Teaching Experience; Educational Practices; Transformative Learning; Educational Environment; Instructional Development; Instructional Effectiveness; Aptitude Treatment Interaction; Psychological Characteristics; Projective Measures; Educational Theories; Psychological Patterns; Self Efficacy; Pedagogical Content Knowledge; Student Teachers + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Bildungsforschung; Pädagogische Forschung; Essay; Aufsatzunterricht; Bildungspraxis; Pädagogische Transformation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Unterrichtserfolg; Projective test; Projektiver Test; Educational theory; Theory of education; Bildungstheorie; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	With the question of what is between psychoanalysis and pedagogy, this essay presents a psychoanalytic frame for thinking about the study of uncertainty in teaching and learning from the vantage of the education of the author and her notion of "difficult knowledge." I review my body of research through these dilemmas to picture a theory of learning curious about the fate of uncertainty and affected by the object of study namely, the human subject of education. Two problematics are explored: the theoretical impetus for representing a learning matrix through the vicissitudes of uncertainty, and second, commentary on an affected research. The essay suggests a research and writing style that returns to what could not be known from the immediacy of felt experience and that only later can be narrated as a story of the disparities, accidents, vacillations and fragmentary impressions that come to compose the problem that education as an emotional situation and as such difficult to know. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10