Psychological Theory and Educational Reform

How School Remakes Mind and Society

David R. Olson (University of Toronto)

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English

Cambridge University Press
04 September 2003

Child & developmental psychology; Educational psychology

For well over a century educational reformers have looked for a breakthrough in the sciences of psychology and pedagogy that would dramatically improve the effectiveness of schooling. This book shows why such an ambition is an illusion. Schools are institutions which attempt to balance the needs of a bureaucratic society that funds them with the personal goals, interests, hopes and ambitions of the students who enroll in them. Reform efforts attempt to realign that balance without any clear conception of how the two are related. This book offers a theoretical account of the relation between the minds of learners and the institutional structure of the school that would account both for the ways that schooling remakes minds and societies and why such institutions are resistant to change.

By: David R. Olson (University of Toronto)
Imprint: Cambridge University Press
Country of Publication: United Kingdom
Dimensions: Height: 229mm, Width: 152mm, Spine: 24mm
Weight: 622g
ISBN: 9780521825108
ISBN 10: 0521825105
Pages: 358
Publication Date: 04 September 2003
Audience: Professional and scholarly , Undergraduate
Format: Hardback
Publisher's Status: Active

Part I. The Discourse of Education: 1. The discourse of education; 2. Educational theory and educational reform; Part II. Schools as Institutions: 3. Rediscovering institutions; 4. School as a bureaucratic institution; 5. Institutionalized knowledge and personal belief; 6. Science and schooling as documentary practices; 7. The Psychology of persons in institutions; Part III. Schools as Pedagogical Environments: 8. The rediscovery of the mind; 9. Understanding and the growth of knowledge; 10. Some preliminaries to the history of schooling; 11. Some preliminaries to the history of pedagogy; 12. Pedagogy as a bridge from the subjective to the normative; Part IV. Prospects for the Study and Reform of Education: 13. Responsibilities for teaching and learning; 14. The achievement and assessment of virtue; 15. A framework for educational theory; 16. Coda: psychological theory and educational reform.