Critical Places Beyond the Psychology of Well-Being and Competitiveness

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

1 Citation (Scopus)
28 Downloads (Pure)

Resumé

The purpose of the present contribution is to look beyond the limits evident in dualistic discourses in educational practices. Torn between the promises of well-being or the hard facts of competitiveness, educational institutions at all levels of instruction might miss the point of a more holistic approach to learning and creativity. Looking beyond dichotomous discourses in educational practices is harder than ever, in a world where globalisation demands high standards of competitiveness and neoliberalism denies all but economic growth targets. Approaches that envision different solutions are necessarily imaginative, critical and alternative to rigid discourses. In order to find foundational evidence for alternative ways of thinking and talking about learning, I will look at how Dewian and Vygotskyan conceptualisations walk the same paths and go towards holistic suggestions. Concluding remarks will address the disruptive potential of critical thinking in schools for the future.
OriginalsprogEngelsk
TidsskriftIntegrative Psychological & Behavioral Science
Vol/bind52
Udgave nummer3
Sider (fra-til)449–458
Antal sider10
ISSN1932-4502
DOI
StatusUdgivet - 1 sep. 2018

Fingerprint

competitiveness
psychology
well-being
Learning
Psychology
educational practice
Economics
Internationality
Creativity
Economic Development
discourse
holistic approach
educational institution
neoliberalism
learning
creativity
economic growth
globalization
instruction
school

Citer dette

@article{72cdb4e229d248fbb82773b75818842c,
title = "Critical Places Beyond the Psychology of Well-Being and Competitiveness",
abstract = "The purpose of the present contribution is to look beyond the limits evident in dualistic discourses in educational practices. Torn between the promises of well-being or the hard facts of competitiveness, educational institutions at all levels of instruction might miss the point of a more holistic approach to learning and creativity. Looking beyond dichotomous discourses in educational practices is harder than ever, in a world where globalisation demands high standards of competitiveness and neoliberalism denies all but economic growth targets. Approaches that envision different solutions are necessarily imaginative, critical and alternative to rigid discourses. In order to find foundational evidence for alternative ways of thinking and talking about learning, I will look at how Dewian and Vygotskyan conceptualisations walk the same paths and go towards holistic suggestions. Concluding remarks will address the disruptive potential of critical thinking in schools for the future.",
keywords = "critical pedagogy, learning, education, Creative education, Critical pedagogy, Feminism, Vygotsky, Holism, Dewey",
author = "Tatiana Chemi",
year = "2018",
month = "9",
day = "1",
doi = "10.1007/s12124-018-9435-9",
language = "English",
volume = "52",
pages = "449–458",
journal = "Integrative Psychological & Behavioral Science",
issn = "1932-4502",
publisher = "Springer",
number = "3",

}

Critical Places Beyond the Psychology of Well-Being and Competitiveness. / Chemi, Tatiana.

I: Integrative Psychological & Behavioral Science, Bind 52, Nr. 3, 01.09.2018, s. 449–458.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - Critical Places Beyond the Psychology of Well-Being and Competitiveness

AU - Chemi, Tatiana

PY - 2018/9/1

Y1 - 2018/9/1

N2 - The purpose of the present contribution is to look beyond the limits evident in dualistic discourses in educational practices. Torn between the promises of well-being or the hard facts of competitiveness, educational institutions at all levels of instruction might miss the point of a more holistic approach to learning and creativity. Looking beyond dichotomous discourses in educational practices is harder than ever, in a world where globalisation demands high standards of competitiveness and neoliberalism denies all but economic growth targets. Approaches that envision different solutions are necessarily imaginative, critical and alternative to rigid discourses. In order to find foundational evidence for alternative ways of thinking and talking about learning, I will look at how Dewian and Vygotskyan conceptualisations walk the same paths and go towards holistic suggestions. Concluding remarks will address the disruptive potential of critical thinking in schools for the future.

AB - The purpose of the present contribution is to look beyond the limits evident in dualistic discourses in educational practices. Torn between the promises of well-being or the hard facts of competitiveness, educational institutions at all levels of instruction might miss the point of a more holistic approach to learning and creativity. Looking beyond dichotomous discourses in educational practices is harder than ever, in a world where globalisation demands high standards of competitiveness and neoliberalism denies all but economic growth targets. Approaches that envision different solutions are necessarily imaginative, critical and alternative to rigid discourses. In order to find foundational evidence for alternative ways of thinking and talking about learning, I will look at how Dewian and Vygotskyan conceptualisations walk the same paths and go towards holistic suggestions. Concluding remarks will address the disruptive potential of critical thinking in schools for the future.

KW - critical pedagogy

KW - learning

KW - education

KW - Creative education

KW - Critical pedagogy

KW - Feminism

KW - Vygotsky

KW - Holism

KW - Dewey

UR - http://www.scopus.com/inward/record.url?scp=85051697719&partnerID=8YFLogxK

U2 - 10.1007/s12124-018-9435-9

DO - 10.1007/s12124-018-9435-9

M3 - Journal article

VL - 52

SP - 449

EP - 458

JO - Integrative Psychological & Behavioral Science

JF - Integrative Psychological & Behavioral Science

SN - 1932-4502

IS - 3

ER -