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- W2004954611 abstract "Teaching is generally regarded as a process involving two interacting and complementary roles: those of teacher and student. We often forget, however, that both participants are in addition individuals with needs and desires that extend well beyond the limits of these roles. Although it is customary and comfortable to consider the role of teacher as distinct from other areas of that person's life, it is also inevitable that the teacher-student relationship will operate as a vehicle for the expression of many diverse and complex motivations. Apparently unrelated fields of knowledge and experience can offer new perspectives on this process. Some of these fields — psychoanalysis, existentialism, sociology — may appear to have only a tangential relationship to teaching. Nevertheless, once teaching is accepted as but one example of rounded human activity, then the relevance of alternative viewpoints becomes apparent. The teaching of developmental psychology is posited as a particular case in point in which it is untenable to maintain the teacher role in any exclusive way." @default.
- W2004954611 created "2016-06-24" @default.
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- W2004954611 date "1985-08-01" @default.
- W2004954611 modified "2023-09-25" @default.
- W2004954611 title "The inner reaches of teaching" @default.
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- W2004954611 doi "https://doi.org/10.1016/0260-6917(85)90038-3" @default.
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