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The educated self: psychologyu27s contribution to the education of children in twentieth-century North America

机译：受过教育的自我：心理学对20世纪北美儿童教育的贡献

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Critical scholarship contends that psychology has provided ways of thinking about our selves that are consistent with the Enlightenment notion of persons as autonomous and self-governing. Utilizing this framework, I examined the interrelationships between psychological conceptions and practices of the self, and the education of persons. I conducted a critical review of self, children and schooling in PSYCINFO from 1850 to 2008, and an analysis of self measures in educational psychology. Psychology’s scientific measurements and classifications have produced an increasingly fragmented self, the various aspects of which are presented as amenable to research-based educational interventions. I also conducted an exhaustive review of elementary school curricula in British Columbia, Canada from 1872 to 2008, to understand the ways that public education has contributed to the production of children as selves. Conceptions of the self in school curricula, derived from psychological theory and research, have resulted in an elevation of goals and strategies of self-fulfillment and individual freedom over citizenship and civic virtue. I then examined how psychological theorizing and research on the self translates into B.C. elementary school and classroom practices and policies. Psycho-educational kits, programs and initiatives adopted at school and classroom levels emphasize personal expression and self-responsibility at the expense of social commitment and curricular content. I contend that psychological theories, research, and practices have produced an empirical self that has contributed much to educatorsu27 understandings of the selves of children as discrete, calculable sets of competencies that can be developed and enhanced through instructional procedures. Whether the measured self is packaged as scores on self-concept scales, steps in self-esteem programs, or self-regulated skills and strategies, this self encourages judgements, comparisons, and reshaping of students’ selves in accordance with psychological conceptions and practices of self-fulfillment and self-management. Disciplinary psychology has played a critical role in advancing the notion of the radically free individual that is at odds with the notion of the active, responsible citizen. A shift to an ontology of persons contingently positioned as sociohistorically situated agents is necessary. On this view, individual freedom and civic duty are virtues that can co-exist in a community-oriented liberal democratic society.
机译：批判学者认为，心理学提供了思考自我的方式，这些方式与启蒙运动将人视为自治和自治的观念相一致。利用这个框架，我研究了自我的心理概念和实践与人的教育之间的相互关系。从1850年到2008年，我对PSYCINFO中的自我，孩子和学校进行了严格的审查，并对教育心理学中的自我测评进行了分析。心理学的科学测量和分类产生了越来越分散的自我，其各个方面都可以接受基于研究的教育干预。我还从1872年到2008年对加拿大不列颠哥伦比亚省的小学课程进行了详尽的审查，以了解公共教育如何促进儿童自我生产。来自心理学理论和研究的学校课程中的自我概念导致自我实现和个人自由超越公民身份和公民美德的目标和策略的提升。然后，我研究了关于自我的心理学理论和研究如何转化为卑诗省。小学和教室的做法和政策。在学校和课堂上采用的心理教育工具包，程序和倡议强调个人表达和自我责任感，却以牺牲社会承诺和课程内容为代价。我认为，心理学理论，研究和实践产生了一种经验性的自我，这对于教育者对儿童自我的理解做出了很大的贡献，这些个体是可以通过教学程序发展和增强的离散的，可计算的能力。无论是将被测自我包装成自我概念量表的分数，自尊课程的步骤，还是自我调节的技能和策略，这种自我鼓励根据心理学的观念和实践来判断，比较和重塑学生的自我。自我实现和自我管理。纪律心理学在推进与自由，负责任的公民的观念背道而驰的极端自由个人的观念中发挥了关键作用。必须转变为暂时定位为社会历史位置的代理人的本体。按照这种观点，个人自由和公民义务是可以在面向社区的自由民主社会中共存的美德。

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    McLellan Ann-Marie Theresa;

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