The Unifying Function of Affect: Founding a Theory of Psychocultural Development in the Epistemology of John Dewey and Carl Jung

Autor/in	Dunlap, Peter T.
Titel	The Unifying Function of Affect: Founding a Theory of Psychocultural Development in the Epistemology of John Dewey and Carl Jung
Quelle	In: Educational Philosophy and Theory, 44 (2012) 1, S.53-68 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2010.00663.x
Schlagwörter	Educational Practices; Psychology; Epistemology; Affective Behavior; Psychologists; Progressive Education; Individual Development; Cognitive Development; Self Concept; Cognitive Processes; Educational Philosophy; Educational Theories; Role of Education; Politics of Education; Culture; Socialization + Suchen Sie Ihr Suchwort? Bildungspraxis; Psychologie; Erkenntnistheorie; Affective disturbance; Active behaviour; Affektive Störung; Psychologist; Psychologe; Psychologin; Reformpädagogik; Progressive Erziehung; Individuelle Entwicklung; Kognitive Entwicklung; Selbstkonzept; Cognitive process; Kognitiver Prozess; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Bildungsauftrag; Educational policy; Bildungspolitik; Kultur; Socialisation; Sozialisation
Abstract	In this paper I explore the shared interest of John Dewey and Carl Jung in the developmental continuity between biological, psychological, and cultural phenomena. Like other first generation psychological theorists, Dewey and Jung thought that psychology could be used to deepen our understanding of this continuity and thus gain a degree of control over human development. While their pursuit of this goal received little institutional support, there is a growing body of theory and practice derived from the new field of "affect science" as well as clinical and political psychologies, and other recent research into the function of human emotions, that are bringing greater institutional weight to the interest in anticipating and activating our psychocultural development. The epistemological and theoretical work of these seminal thinkers provides the foundation for this new praxis leading to: 1) a theory of "political development" based in transformations of the psychocultural function of "reasoning," "sensory," and "affect" freedom, as sources of culturally valid knowledge, which connects our biological heritage with increasingly advanced forms of individual and organizational identities; and 2) a range of psycho-educational practices that activate the political development of individuals and organizations by transforming the prejudicial dimensions of their current political identities. (Contains 2 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10