A Critical Psychology of Learning

Autorentext

Athanasios Marvakis is Professor in Clinical Social Psychology at Aristotle University of Thessaloniki, Greece. His work revolves around the relations of psychology with the various forms of social inequalities and social exclusion. In the last 20 years he has focused on the critical psychology of learning, the 'schooling-complex', and the neoliberalization of the psychological regime.

Klappentext

This important book re-evaluates learning theories, taking a critical psychological approach to promote understanding of different facets and characteristics of learning from the viewpoint of the learners.

The book gives an overview of influential learning theories, encompassing essentialist approaches; behaviourist approaches; cognitive approaches; constructivist approaches; and the participative approaches. It pays particular attention to the historical and societal contextualization of different approaches, including their emergence, recognition and domination. Discussion is guided by questions around how the learning subject and society are conceptualised in different learning theories, and the consequences for teaching from the premises of the respective learning theories.

Showing the relevance of critical psychology for understanding and dealing with learning and educative processes and practices, this book will be highly useful for students and researchers of critical psychology, psychology of education, and education studies.

Inhalt

Series Editor Preface by Ian Parker

PART I: THE CONTRADICTORY NEXUS OF LEARNING

In Praise of Learning (Bertolt Brecht)

A. How do we approach 'learning'?

B. Assumptions about learning amongst social groups

C. From assumptions about learning, to theories of learning

PART II: AND THEIR IMAGES OF HUMANS AND THE WORLD

3. Essentialist approaches

4. Behaviourist approaches

A. Historical and social context

B.

C. Contextualization: Organism and Machine

5. Cognitive approaches

A. The transition from behaviourism to

B. Premises and propositions

C. Contextualization: Multiple restrictions on intellect and knowledge

6. Constructivist approaches

A. The transition from cognitivism to constructivism: the historical context

B. Premises and propositions

C. Contextualization: Implications for teaching

7. Common in the dominant approaches

A. The concept of society and social relationships

B. The concept of the learning subject

C. The concept of learning practice

D. The role of the teacher and implications for teaching

PART III: NEW SOCIETIES - NEW SUBJECTS - NEW CONCEPTIONS

History lesson (Tasos Livaditis)

8. Learning as participation in social practices

A. Prerequisites for the demand and adoption of participatory approaches

B. Apprenticeship and 'osmotic learning' among Sarakatsani communities

D. Implications for teaching

9. Memory - An instrument and result of learning

In Praise of Forgetfulness (Bertolt Brecht)

A. Memory: Space and structure

B. Ways of actualising memory

10. Motivation - A prerequisite and consequence of learning

A. Fragmentation of action - fragmentation of motivation

B. learning and motivation

11. Learning Practice - An integrative and prospective summary