The closely argued and provocative contributions to this volume
challenge psychology's hegemony as an interpretive paradigm in a
range of social contexts such as education and child development.
They start from the core observation that modern psychology has
successfully penetrated numerous domains of society in its quest to
develop a properly scientific methodology for analyzing the human
mind and behaviour. For example, educational psychology continues
to hold a central position in the curricula of trainee teachers in
the US, while the language of developmental psychology holds primal
sway over our understanding of childrearing and the parent-child
relationship.
Questioning the default position of modern psychology as a way
of conceptualizing human relations, this collection of papers
reexamines key assumptions that include psychology's self-image as
a 'scientific' discipline. Authors also argue that the dogma of
neuropsychology in education has demoted concepts such as
'emotion', 'feeling' and 'relationship', so that they are now
'blind spots' in educational theory. Other chapters offer a
cautionary analysis of how misshapen notions of psychology can
legitimize eugenics (as in Nazi Germany) and poison racial
attitudes. Above all, has psychology, with its focus on individual
merit, been complicit in hiding the impacts of power and privilege
in education? This bracing new volume adopts a broader definition
of education and childrearing that admits the essential
contribution of the humanities to the proper study of mankind.
This publication, as well as the ones that are mentioned in the
preliminary pages of this work, were realized by the Research
Community (FWO Vlaanderen / Research Foundation Flanders, Belgium)
Philosophy and History of the Discipline of Education: Faces and
Spaces of Educational Research.
General
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