Learning in a border country: Using psychodynamic ideas in teaching and research

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This paper arises out of recognition of the shared importance of psychodynamic theory in our approaches to teaching and research. We demonstrate how psychodynamic ideas – broadly defined as encouraging people to engage more closely with thoughts and feelings that may be hidden from the conscious mind – can be applied in many, diverse, and radical ways. We also show how such an approach can be problematic both for students and teachers. In writing this paper we take issue with those writers who want to separate therapy from education, insisting as they do that 'therapeutic education' involves a 'diminished' notion of the subject who sees him or herself as a victim of circumstances. Instead, we suggest that entering the border country between therapeutic and educational processes and ideas can be deeply rewarding as well as empowering for teachers, researchers and learners alike.


Document Type: Research Article

Publication date: September 1, 2006

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