Well of Being, The
Childhood, Subjectivity, and Education
Publication Year: 2006
Published by: State University of New York Press
Title page, copyright page
This book represents an attempt at a synthesis of the multiple realities and the discourses they spawn (or which spawn them), which have preoccupied me in one way or another for as long as I can remember. I began by putting the words “postmodern subjectivity” in the title, but decided that the new form of subjectivity, which I am at pains to tease ...
1. Questioning Childhood
It is now about one hundred years since the child became an official object of Western science. Child study was institutionalized in the universities, the media, and the government extension offices at the moment that the Darwinian explanatory paradigm was sweeping Western self-understanding, and the notion of Progress had not yet been ...
2. The Primordial Child
The passage from childhood to adulthood is one of the grand narratives of the modern West. Its subplots are various and complex, and can be traced in the history of manners, in the transition to universal literacy, in colonialism and all its hidden and explicit assumptions, in the ideology of evolutionary theory, in the eternal politics of what is knowable ...
3. The Invention of Adulthood
It has already been suggested that early modernism was the historical moment at which there began an increasing social separation between adult and child through age-graded institutions, economic and domestic isolation, and, over centuries, psychological theories of childhood that acted to objectify children as a separate class. One could go further and ...
4. Childhood and the Intersubject
Homo clausus fell slowly apart over the course of the twentieth century. The urges and tendencies that led to his deconstruction came from many quarters. The rise and ascendancy of evolutionary theory reformulated Western notions of personal/cultural development and change.The Freudian revolution coincided with the rise of multiple visions of ...
5. Reimagining School
The eminent philosopher of education John Dewey wrote these words in 1899. If we consider the last 100 years, that “radical change” in social life of which he spoke will be seen to have been magnified exponentially. But the school has not transformed accordingly. Most of those who work for change in public education usually satisfy themselves ...
Page Count: 247
Publication Year: 2006
Series Title: SUNY series, Early Childhood Education: Inquiries and Insights
Series Editor Byline: Mary A. Jensen See more Books in this Series
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