Full Product Details
Author: Lissa D’Amour
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Weight: 0.444kg
ISBN: 9781138097582
ISBN 10: 1138097586
Pages: 310
Publication Date: 24 December 2019
Audience:
College/higher education
,
Professional and scholarly
,
Tertiary & Higher Education
,
Professional & Vocational
Format: Paperback
Publisher's Status: Active
Availability: In Print
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Reviews
Sophisticatedly simple, this book is a sanctuary for the mutual meeting of minds (quoted in this volume), one wherein apparent antinomies - progressivism v. traditionalism, theory v. practice, scientific biology v. humanist philosophy - provoke not bifurcation but stunning synthesis in Lissa D'Amour's theory of teaching and learning. Panoramic yet detailed, playful while earnest, joyful and discerning and attuned (despite past trauma, despite the dire present in which we are embedded), this book (itself a transitional object, see within) rides relational psychoanalysis to destinations solitary and shared, sublime and strategic, a sustained - and sustaining - a-ha educational experience of authenticity and presence. - William F. Pinar, Professor and Canada Research Chair, University of British Columbia, Vancouver Lissa D'Amour has reached a brilliant and unexpected conclusion: Relational Psychoanalysis provides ideas and values that can be used to structure a humanistically-informed way of thinking about what it means to educate people, and how to do it. D'Amour encourages people, in learning, to become ever more familiar and accepting of what they find in themselves, and between themselves and others. She argues against imposing faddish values and techniques from outside. I don't know enough about education to comment on Curriculum Theory; I am a psychoanalyst, one of the Relational psychoanalysts that D'Amour cites. But with that proviso, I believe I can see that D'amour's book is a tour de force, a brave and creative contribution to Curriculum Theory, and to all of education. - Donnel B. Stern, Ph.D., William Alanson White Institute of Psychoanalysis, New York
Sophisticatedly simple, this book is a 'sanctuary for the mutual meeting of minds' (quoted in this volume), one wherein apparent antinomies - progressivism v. traditionalism, theory v. practice, scientific biology v. humanist philosophy - provoke not bifurcation but stunning synthesis in Lissa D'Amour's theory of teaching and learning. Panoramic yet detailed, playful while earnest, joyful and discerning and attuned (despite past trauma, despite the dire present in which we are embedded), this book (itself a transitional object, see within) rides relational psychoanalysis to destinations solitary and shared, sublime and strategic, a sustained - and sustaining - 'a-ha' educational experience of authenticity and presence. - William F. Pinar, Professor and Canada Research Chair, University of British Columbia, Vancouver Lissa D'Amour has reached a brilliant and unexpected conclusion: Relational Psychoanalysis provides ideas and values that can be used to structure a humanistically-informed way of thinking about what it means to educate people, and how to do it. D'Amour encourages people, in learning, to become ever more familiar and accepting of what they find in themselves, and between themselves and others. She argues against imposing faddish values and techniques from outside. I don't know enough about education to comment on Curriculum Theory; I am a psychoanalyst, one of the relational psychoanalysts that D'Amour cites. But with that proviso, I believe I can see that D'amour's book is a tour de force, a brave and creative contribution to Curriculum Theory, and to all of education. - Donnel B. Stern, Ph.D., William Alanson White Institute of Psychoanalysis, New York
Author Information
Lissa D’Amour recently retired from the Faculty of Education, University of Calgary. Her 15 years working with prospective and practicing teachers followed upon and benefited from 25 years of school-teaching success in a variety of everyday contexts, from pre-kindergarten through grade 12. Today, as an independent scholar, Lissa continues to work at bringing relational psychoanalytic understanding into curriculum theory and, through curriculum theory, into the lived experiences and practical lives of teachers and their students.
