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首页> 外文期刊>Journal of Curriculum Studies >The psychoanalytic view of teaching and learning, 1922-2002
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The psychoanalytic view of teaching and learning, 1922-2002

机译：教与学的心理分析观点，1922-2002年

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Various psychoanalysts have written about the implications of psychoanalytic theory for teaching and learning. Although many curriculum scholars have offered their personal interpretations of the relevance of psychoanalytic theory to education, there is very little in the educational literature about what psychoanalysts themselves have had to say about the acts of teaching and learning since the rise (and, some would suggest, decline) of psychoanalysis over the last century. This study examines a wide range of educational themes that emerge from a reading of various psychoanalysts over the last eight decades. In general, the psychoanalysts argue that, in order to be existentially authentic, teaching and learning must involve the teacher and student in all their psychodynamic complexity as emotional and ethical beings. I also examine the psychodynamic concepts of transference, counter-transference, and object relations in some depth because they have figured prominently in psychoanalytic discourse about education.
机译：各种各样的精神分析家都写过关于精神分析理论对教学的启示。尽管许多课程学者都对心理分析理论与教育的相关性提供了个人的解释，但是在教育文献中，很少有心理学家自己对自崛起以来的教与学行为说些什么（而且有些人会建议） （下降）。这项研究考察了过去八十年来对各种心理分析家的阅读所产生的广泛的教育主题。总体而言，心理分析家认为，为了具有真实性，教学和学习必须使教师和学生以情感和伦理的身分参与所有的心理动力学复杂性研究。我还深入研究了移情，反移情和客体关系的心理动力学概念，因为它们在有关教育的精神分析论述中占有重要地位。

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