Relational Psychoanalysis at the Heart of Teaching and Learning

Acknowledgements

Prologue: in which the author positions herself

Part I: The relational turn

1. Distinguishing the relational perspective

2. Psychoanalysis in education

3. Voices at education's helm

Part II: A dialectic theory of learning: self, other, and the transitional object

4. Meaning-making and the curricular object

5. Of minds and bodies: a few orienting tenets

6. Becoming self: storied in relationality, steeped in affect

7. Theorising learning: philosophies, understandings, and perspectives over the years

8. Dialectics arrested: on learning's refusal

Part III: Into practice: for meaningful inclusion

9. Capacity, trust, and meaning

10. Rethinking twenty-first-century orthodoxy

11. Classrooms as holding environments

12. The provision of curricular objects: teaching for discernments that matter

13. Selves and witnesses: teacher know your story

Epilogue: through angst and grace, in this together

References

Index

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• Teoria psicanalítica (Psicologia Freudiana)
• Filosofia e teoria da educação
• Psicoterapia

Relational Developmental Systems;relational psychoanalysis;Mitchell Center;education;Tragic Flaw;learnig systems;Independent Study;inclusivity;Vice Versa;embodied cognition;Independent Group;non-linear dynamic systems;Donnel Stern;sense-making;Professional Development;educational thought;Daniel Stern;teaching technique;Stem Discipline;learning practice;Relational Psychoanalytic Theory;Life Form;Psychic Equivalence;Severe Cognitive Impairment;Folk Psychology;Non-linear Dynamic Systems Theory;Nonlinear Dynamic Systems Theory;Autopoietic Organisation;Life's Pursuit;Good Life;Affective Salience;Educational Hub;Stem Education;Measuring Teacher Practice