A Critical Psychology of Learning Society, Education and the Subject

Series Editor Preface by Ian Parker

PART I: THE CONTRADICTORY NEXUS OF LEARNING

In Praise of Learning (Bertolt Brecht)

A. How do we approach 'learning'?

B. Assumptions about learning amongst social groups

C. From assumptions about learning, to theories of learning

PART II: AND THEIR IMAGES OF HUMANS AND THE WORLD

3. Essentialist approaches

4. Behaviourist approaches

A. Historical and social context

B.

C. Contextualization: Organism and Machine

5. Cognitive approaches

A. The transition from behaviourism to

B. Premises and propositions

C. Contextualization: Multiple restrictions on intellect and knowledge

6. Constructivist approaches

A. The transition from cognitivism to constructivism: the historical context

B. Premises and propositions

C. Contextualization: Implications for teaching

7. Common in the dominant approaches

A. The concept of society and social relationships

B. The concept of the learning subject

C. The concept of learning practice

D. The role of the teacher and implications for teaching

PART III: NEW SOCIETIES - NEW SUBJECTS - NEW CONCEPTIONS

History lesson (Tasos Livaditis)

8. Learning as participation in social practices

A. Prerequisites for the demand and adoption of participatory approaches

B. Apprenticeship and 'osmotic learning' among Sarakatsani communities

D. Implications for teaching

9. Memory - An instrument and result of learning

In Praise of Forgetfulness (Bertolt Brecht)

A. Memory: Space and structure

B. Ways of actualising memory

10. Motivation - A prerequisite and consequence of learning

A. Fragmentation of action - fragmentation of motivation

B. learning and motivation

11. Learning Practice - An integrative and prospective summary

12.