1
/
of
1
Oxford University Press, USA
Education of Selves: How Psychology Transformed Students
Education of Selves: How Psychology Transformed Students
Regular price
$91.00 USD
Regular price
Sale price
$91.00 USD
Shipping calculated at checkout.
Quantity
Couldn't load pickup availability
Most contemporary North Americans, as well as many other Westerners, take for granted their conceptions of themselves as individuals with uniquely valuable and complex inner lives -- lives filled with beliefs, imaginings, understandings, and motives that determine their actions and
accomplishments. Yet, such psychological conceptions of selfhood are relatively recent, dating mostly from the late eighteenth century. Perhaps more surprisingly, our understandings of ourselves as creatively self-expressive and strategically self-managing are, for the most part, products of
twentieth-century innovations in Enlightenment-based social sciences, especially psychology. Fueled by the enthusiasm for self-expression and self-actualization that emerged in the 1960s, humanistic, cognitive, developmental, and educational psychologists published widely on the overwhelmingly
positive consequences of increased self-esteem in children and adolescents. While previous generations had been wary of self-confidence and self-interest, these qualities became widely regarded as desirable traits to be cultivated in both the home and the school. In The Education of Selves, Jack Martin and Ann-Marie McLellan examine ways in which psychological theories, research, and interventions employed in American and Canadian schools during the last half of the twentieth century changed our understanding of students, conceptualizing ideal students as
self-expressive, enterprising, and entitled to forms of education that recognize and cater to such expressivity and enterprise. The authors address each of the major programs of psychological research and intervention in American and Canadian schools from 1950 to 2000: self-esteem, self-concept,
self-efficacy, and self-regulation. They give critical consideration to definitions and conceptualizations, research measures and methods, intervention practices, and the social, cultural consequences of these programs of inquiry and practice. The first decade of the twenty-first century has seen a
backlash against what some have come to regard as a self-absorbed generation of young people. Such criticism may be interpreted, at least in part, as a reaction to the scientific and professional activities of psychologists, many of whom now appear to share in the general concern about where their
activities have left students, schools, and society at large.
Author: Jack Martin, Ann-Marie McLellan
Publisher: Oxford University Press, USA
Published: 02/12/2013
Pages: 256
Binding Type: Hardcover
Weight: 1.05lbs
Size: 9.30h x 6.50w x 1.00d
ISBN: 9780199913671
Review Citation(s):
Choice 10/01/2013
accomplishments. Yet, such psychological conceptions of selfhood are relatively recent, dating mostly from the late eighteenth century. Perhaps more surprisingly, our understandings of ourselves as creatively self-expressive and strategically self-managing are, for the most part, products of
twentieth-century innovations in Enlightenment-based social sciences, especially psychology. Fueled by the enthusiasm for self-expression and self-actualization that emerged in the 1960s, humanistic, cognitive, developmental, and educational psychologists published widely on the overwhelmingly
positive consequences of increased self-esteem in children and adolescents. While previous generations had been wary of self-confidence and self-interest, these qualities became widely regarded as desirable traits to be cultivated in both the home and the school. In The Education of Selves, Jack Martin and Ann-Marie McLellan examine ways in which psychological theories, research, and interventions employed in American and Canadian schools during the last half of the twentieth century changed our understanding of students, conceptualizing ideal students as
self-expressive, enterprising, and entitled to forms of education that recognize and cater to such expressivity and enterprise. The authors address each of the major programs of psychological research and intervention in American and Canadian schools from 1950 to 2000: self-esteem, self-concept,
self-efficacy, and self-regulation. They give critical consideration to definitions and conceptualizations, research measures and methods, intervention practices, and the social, cultural consequences of these programs of inquiry and practice. The first decade of the twenty-first century has seen a
backlash against what some have come to regard as a self-absorbed generation of young people. Such criticism may be interpreted, at least in part, as a reaction to the scientific and professional activities of psychologists, many of whom now appear to share in the general concern about where their
activities have left students, schools, and society at large.
Author: Jack Martin, Ann-Marie McLellan
Publisher: Oxford University Press, USA
Published: 02/12/2013
Pages: 256
Binding Type: Hardcover
Weight: 1.05lbs
Size: 9.30h x 6.50w x 1.00d
ISBN: 9780199913671
Review Citation(s):
Choice 10/01/2013
About the Author
Jack Martin is Burnaby Mountain Endowed Professor in Historical, Quantitative, and Theoretical Psychology at Simon Fraser University. In addition to his interests in the theory, history, and methods of psychology, he conducts research in educational psychology, social-developmental psychology, cultural psychology, narrative psychology, and psychotherapy. He is especially interested in the psychology of personhood, including selfhood, moral and rational agency, perspective taking, personal and social identity, and the socio-cultural bases of personhood.
This title is not returnable
Share
