Few topics elicit greater controversy within psychoanalysis today than the role of research in justifying or expanding upon analytic theory. The text collects papers from a London conference, along with additional material, to explore the work of discussants Daniel Stern and Andre Green. Stern, whose work and psychoanalysis and infant observation is world-renowned, and Green, the French psychoanalyst whose trenchant views on the limitations of research are equally well known, each focus on the issue of infant research and its long history within the psychoanalytic movement.Additional discussions by three prominent British psychoanalysts, Anne Alvarez, Irma Brenman Pick, and Rozine Jozef Perelberg, expose a different point of view from that of green and Stern. Also included is a previous debate on this topic between Andre Green and Robert S. Wallerstein, former president of the International Psychoanalytic Association. An illuminating introductory chapter by Riccardo Steiner further describes the main points of the debate with marvelous clarity. This book will be invaluable for all those who wish to involve themselves with contemporary views on this important topic.

Education has become dominated by testing, standards, interventions, strategies and political policy. Yet while elements such as these are important, Exploring Education and Childhood contends it is childhood - including its sociology and psychology - that is the vital holistic context for teaching and learning. Written by a team of specialists who bring both experience of classroom teaching, teacher training, and of rigorous research and scholarship, each chapter examines a topic that is of vital importance to teaching and the work of teachers. The book explores examples of educational practice that illuminate contemporary problems and future possibilities for education; develops educational theory to better understand practice and policy; and critically evaluates education policy in the international context. With an emphasis on reflection and deep thinking - something that all the best teachers are able to do - key issues in the book include: the voice of the child metacognitive strategies agency, pedagogy and curriculum performativity, standards, and school readiness educational settings and new technology teacher expertise and agency diversity and child agency families, society and school choice. Illustrated with powerful examples of practice, together with key questions for reflection and further reading, Exploring Education and Childhood challenges education professionals, policy makers, and all peple with an interest in education to envision a new future. It will be essential reading for all student teachers and teachers, and is particular appropriate for Masters-level research, professional studies, Education Studies.

Few topics elicit greater controversy within psychoanalysis today than the role of research in justifying or expanding upon analytic theory. The text collects papers from a London conference, along with additional material, to explore the work of discussants Daniel Stern and Andre Green. Stern, whose work and psychoanalysis and infant observation is world-renowned, and Green, the French psychoanalyst whose trenchant views on the limitations of research are equally well known, each focus on the issue of infant research and its long history within the psychoanalytic movement.Additional discussions by three prominent British psychoanalysts, Anne Alvarez, Irma Brenman Pick, and Rozine Jozef Perelberg, expose a different point of view from that of green and Stern. Also included is a previous debate on this topic between Andre Green and Robert S. Wallerstein, former president of the International Psychoanalytic Association. An illuminating introductory chapter by Riccardo Steiner further describes the main points of the debate with marvelous clarity. This book will be invaluable for all those who wish to involve themselves with contemporary views on this important topic.

Education has become dominated by testing, standards, interventions, strategies and political policy. Yet while elements such as these are important, Exploring Education and Childhood contends it is childhood - including its sociology and psychology - that is the vital holistic context for teaching and learning. Written by a team of specialists who bring both experience of classroom teaching, teacher training, and of rigorous research and scholarship, each chapter examines a topic that is of vital importance to teaching and the work of teachers. The book explores examples of educational practice that illuminate contemporary problems and future possibilities for education; develops educational theory to better understand practice and policy; and critically evaluates education policy in the international context. With an emphasis on reflection and deep thinking - something that all the best teachers are able to do - key issues in the book include: the voice of the child metacognitive strategies agency, pedagogy and curriculum performativity, standards, and school readiness educational settings and new technology teacher expertise and agency diversity and child agency families, society and school choice. Illustrated with powerful examples of practice, together with key questions for reflection and further reading, Exploring Education and Childhood challenges education professionals, policy makers, and all peple with an interest in education to envision a new future. It will be essential reading for all student teachers and teachers, and is particular appropriate for Masters-level research, professional studies, Education Studies.

It's the biggest cover-up of the 21st century. Dr. Anne-Marie Littleton, accompanied by a likable band of university students, stumbles into a covert black operation called Operation Phoenix. Only Congressman Harter, who is drawn into the conflict and compelled by God's hand, can help. Davis blends real-world science with nonstop action as she uncovers the dark secrets behind today's very real chemtrails and HAARP programs. You won't find a better blend of caffeinated action, Christian values, and unbelievable facts.

Access education has been through many changes since its beginnings in the late 1960s. Recent shifts in the academic landscape including standardization, grading, and new tensions in higher education raise difficult questions for educators regarding the future of access education. This book critically examines various aspects of Access education from a historical perspective. It proposes that there are particular 'Access' values that are shared by practitioners that can be at odds with the needs of higher education. Wider questions concerning funding and accountability underpinned by neoliberalism have also had an impact on Access education. The authors, practitioners and researchers of Access education, gather their insights in this timely book, grounded in authentic experience. They explore the ways in which policies and procedures have been developed in light of these tensions. By drawing particular attention to the voices of Access practitioners and highlighting the current constraints around curriculum design this book will prove invaluable for leaders, administrators, researchers and practitioners in further and higher education.