The Education of Selves: How Psychology Transformed Students

Hardcover | January 16, 2013

byJack Martin, Ann-Marie McLellan

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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 andaccomplishments. 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 andself-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 andself-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 asself-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 cometo 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.

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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 andaccomplishments. Yet, such psychological conceptions of ...

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,...

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Format:HardcoverDimensions:240 pages, 9.25 × 6.12 × 0.98 inPublished:January 16, 2013Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199913676

ISBN - 13:9780199913671

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Table of Contents

1. An Introduction to a Critical History of Psychology in Education2. The Self Before and After Psychology: The Transformation Begins3. Educational Psychology's Role in the Education of Selves4. Feeling Good about Your Self: Self-Esteem as an Educational Goal5. Understand Thy Self: All About Self-Concept6. Be Confident in What You Do: Self-Efficacy and Agency7. Managing Your Self: Self-Regulation at School and Beyond8. Putting it all Together: The Triple E Student (Expressive, Enterprising, Entitled)9. There is Another Way: Educating Communal Agents