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- W189699636 abstract "In this chapter I explore the contribution that psychoanalytic perspectives, mainly object relations theory,can make to a richer understanding of learning, in all its dimensions, as well as to theorising the subject thatwe call the learner. I draw on in-depth auto/biographical research used to illuminate micro-level processes inlearning and teaching, including in informal settings. The research is to be understood by reference to acontinuing neglect of the visceral, embodied aspects of learning and the marginality of psychoanalyticperspectives in thinking about learning and educational processes more widely (Hunt and West, 2006, 2009).However, the neglect does not go unchallenged: Tara Fenwick, for example, in applying complexity scienceto experiential learning, notes the potentially important contribution of psychoanalytic learning theories, inthat analysis of learning ‘should focus less on reported meanings and motivations’ and more on what ishappening ‘under the surface of human encounters’, including ‘the desire for and resistance to differentobjects and relationships’ (Fenwick, 2003: 131).The resistance to psychoanalytic ideas in relation, for instance, to adult learning – or indeed learningacross the lifespan – may partly stem from the continuing influence of cognitivist approaches. The samecould be said for theorising learning and subjectivity, at least in the Anglo-Saxon world, primarily in termsof cognition and cognitively driven, information-processing subjects (Hollway and Jefferson, 2000). Of thethree domains of learning – the cognitive, the social and the psycho-emotional – the latter remains mostoften neglected, including in learning psychology (Illeris, 2002). However, as the Enlightenment projectwanes, a stronger challenge has emerged to a disembodied Cartesian cognition and mind/body dualities.More holistic, post-structuralist, feminist but also psychoanalytically informed sensitivities are emerging(Hunt and West, 2009). Psychoanalytic ideas, it is suggested, offer new insights into what may be happening‘under the surface of human encounters’ and in diverse contexts, when people learn." @default.
- W189699636 created "2016-06-24" @default.
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- W189699636 date "2015-02-17" @default.
- W189699636 modified "2023-09-26" @default.
- W189699636 title "Psychoanalytic Perspectives on Learning and the Subject Called the Learner" @default.
- W189699636 doi "https://doi.org/10.4324/9780203357385.ch36" @default.
- W189699636 hasPublicationYear "2015" @default.
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