Abstract
“What does psychoanalysis offer education?” In “Lost Subjects, Contested Objects: Toward a Psychoanalytic Inquiry of Learning” (1998), curriculum theorist Deborah Britzman claimed a classroom provides means to “craft and alter the self” (p. 3). Our time of social turbulence calls for reframing how educators promote knowledge and design learning experiences for greater collective moral accountability. Research conducted on “how leaders think” grounded theory and model for successful implementation of curriculum in K-12 and university systems and validates the importance of incorporating psychoanalytic and depth psychological principles in our pedagogies across the curriculum. Content and instruction about how human beings think, act, learn, and grow as mental agents enhances personal development and promotes social consciousness in a global world where ethno-nationalist intolerance is becoming more pervasive. Virtues such as empathy, good judgment, and moral living are represented in the mind as higher-order self-states and reorganize personal identity with greater integrity. Learning programs can support students to recognize and regulate emotions, check interpretations and biases, and be mindful about decisions and actions for an improved quality of life. Our public, political, and policy sectors are not necessarily cognizant of a psychic reality: “to change the world, we change our minds.”
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
"Curriculum", " Social Reform"
