This book introduces the insights of contemporary relational psychoanalysis to educational thought and uses them as the foundation for a comprehensive model for understanding and informing teaching and learning practice. The model integrates what we know about conscious thought, motivation, and the physical body and translates these understandings in ways that are meaningful and relevant to the circumstances of practicing teachers, school leaders, and teachers of teachers. It will be of great interest to them and to those educational scholars whose attentions turn to the exigencies of the current era. Echoing calls for inclusivity, the book stands against admonishing anyone on the right way to be a person. Instead it emphasises understanding and, in understanding, practicing well. Readers will gain a deeper appreciation of the nature of sense-making and awareness and of the practical implications of cognition as embodied, life forms as non-linear dynamic systems, and relationships as core to human development and classroom life. It was Einstein who, in a letter to Freud, once asked for an educational solution to the menace of war. Today’s urgencies – of nations divided, diminishing planetary resources, and certain ecological disasters – press for wisdom beyond our collective habit. Thankfully the once-elusive mysteries of life, mind, learning, and learning systems now yield in ways to help shape answers to Einstein’s question. Relational psychoanalysts, psychotherapists, educational theorists, teachers, and those who work with them will be intrigued by the convergences and heartened at the possibilities.

How educators can respond to the Truth and Reconciliation Commission’s Calls to Action Educators have a special role in furthering truth and reconciliation in education, but many struggle to understand exactly what that means and how to accomplish it. There is no step-by-step guide to getting it right. Educators can only meaningfully accomplish truth and reconciliation in education by seeking out truth and reconciliation through education: an ongoing process of amplifying Indigenous voices and experiences, allowing oneself to be changed by them, and being guided by this learning both personally and professionally. Springing from an Indigenous education master’s certificate program at the University of Calgary and written from an adult education perspective on transformative learning, this book invites educators, broadly defined, into a conversation about truth and reconciliation through education. Section I contains useful chapters on program design and concepts, while section II presents a collection of inspirational and thought provoking personal reflections from Indigenous and non-Indigenous educators who have taken deliberate, active roles in responding to the TRC’s Calls to Action. This is a resource written by educators for educators wishing to embark on their own journeys of truth and reconciliation. Join the reconciliatory education community in courageously teaching, learning, and acting, just as the educators in this collected volume do.

Intersectionality and Relational Psychoanalysis: New Perspectives on Race, Gender, and Sexuality examines the links between race, gender, and sexuality through the dual perspectives of relational psychoanalysis and the theory of intersectionality. This anthology discusses the ways in which clinicians and patients inadvertently reproduce experiences of privilege and marginalization in the consulting room. Focusing particularly on the experiences of immigrants, women of color, sex workers, and LGBTQ individuals, the contributing authors explore how similarities and differences between the patient's and analyst's gender, race, and sexual orientation can be acknowledged, challenged, and negotiated. Combining intersectional theory with relational psychoanalytic thought, the authors introduce a number of thought-provoking clinical vignettes to suggest how adopting an intersectional approach can help us navigate the space between pathology and difference in psychotherapy. By bringing together these new psychoanalytically-informed perspectives on clinical work with minority and marginalized individuals, Intersectionality and Relational Psychoanalysis makes an important contribution to psychoanalysis, psychology, and social work.

This compelling and comprehensive volume is an anthology of current thinking by many of gestalt therapy’s leading theoreticians, clinicians, and researchers. Including many well-known voices in the field and introducing several new ones to the current gestalt therapy literature, the book presents a broad-ranging compendium of essays, scientific articles, clinical applications, and integrative approaches that represent the richness and vibrancy of the field. Each contributor brings intellectual rigor, honest personal reflection, and humanism to their area of inquiry. This ethos—the spirit of relational gestalt therapy—infuses the whole book, bringing a sense of coherence to its seventeen chapters. Following an introduction written by Mark Winitsky, PhD, as an entry point into the field for students and psychotherapists from other schools of thought, the book is organized into three sections: Theory, Clinical Applications, and Integrative Approaches. Readers will encounter new ways of thinking about psychotherapy, new skills they can bring to their work, and new ways of integrating gestalt therapy with other approaches. The Relational Heart of Gestalt Therapy is essential reading for Gestalt therapists as well as other mental health professionals with an interest in Gestalt approaches.

This book provides a unique and highly topical application of psychoanalytic theory to the broad context of education, including schools, universities, and adult learning. Education is understood as a crucial element in a lifelong project to gain more coherent and meaningful understanding of self and others. Psychoanalysis has taken the contingency, construction, and development of human subjectivity, as well as the difficulty of thinking, to be its prime preoccupation. Yet - at a time of increasing doubt and anxiety about the purposes and practice of education - psychoanalytic understanding, from various traditions, has never been more marginal in educational debate. The book seeks, in these terms, to bridge some of this gap: it is written for teachers, trainers, policy-makers, clinicians, researchers, and diverse academics who want to look beyond bland superficialities to deeper struggles for self and understanding. This includes unconscious processes in the relationships that constitue education as well as resistance to new ideas and practices.

'Through different voices and styles of contributions, including papers, edited talks and panel discussion, this collection explores and applies the principles of relational transactional analysis. It sets them in social, cultural and political contexts, and considers a number of important implications of this particular relational turn in psychotherapy. The book advances relational transactional analyses and, in doing so, reflects the creativity and vibrancy of contemporary TA. The editors have skilfully brought together different generations of TA practitioners in an accessible and stimulating volume. I commend the editors and highly recommend the book.'- Dr Keith Tudor, author of a number of books and co-author of the article "Co-creative transactional analysis" in the Transactional Analysis Journal. He is Associate Professor, Auckland University of Technology, Auckland, Aotearoa, New Zealand.

Colette A. Granger's highly original book considers moments in several areas of education in which silence may serve as both a response to difficulty and a means of working through it. The author, a teacher educator, presents narratives and other textual artefacts from her own experiences of learning and instruction. She analyses them from multiple perspectives to reveal how the qualities of education's silences can make them at once difficult to observe and challenging to think about. Silent Moments in Education combines autoethnography with psychoanalytic theory and critical discourse analysis in a unique consideration of the relations teachers and learners forge with knowledge, with ideas, and with one another. This provocative and thoughtful work invites scholars and educators to consider the multiple silences of participants in education, and to respond to them with generosity and compassion.

The National Association for Multicultural Education (NAME) held its 7th Annual Conference in 1997 with a theme of Daring to Educate for Equity and Excellence: A Multicultural and Bilingual Mandate for the 21st Century. The conference generated scholarship in the form of keynote speeches and conference papers and stimulating discussions among the membership. The conference's southwest location of Albuquerque, New Mexico provided an excellent back drop to discuss the interconnections between multicultural education and bilingual education, as well as provide an opportunity for proponents of both of these important ideas to engage in useful and important discussions. The essays comprised in this book capture much of the written record of the conference. They convey ideas, beliefs, and research findings that were presented at the formal sessions at the conference. Just as with NAME's previous proceedings, it is expected that these proceedings will become not only a written record of the conference but a "live curriculum" to help pre/K through college educators to prepare themselves and those they teach for the 21st century.

This volume traces the history of Western philosophy of education through the Modern Era. The period between 1850 and 1914 was a time of struggle for justice and opportunity, during which influential thinkers – among them, John Dewey, Maria Montessori, and W.E.B. Du Bois – addressed how education is fundamentally connected to questions of what it means to be human. Readers will find a provocative collection of educational theories and concepts that point to the inherent value of the diversity of human experience and background. Each chapter illuminates how the ideas of the modern era hold promise for a meaningful re-envisioning of educational practice and policy today. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.

In these groundbreaking new collections, the reader will find an exciting, boad-ranging selection of work showing an array of applications of the Gestalt model to working with children, adolescents, and their families and worlds. From the theoretical to the hands-on, and from the clinical office or playroom to family settings, schools, institutions, and the community, these chapters take us on a rewarding tour of the vibrant, productive range of Gestalt work today, always focusing on the first two decades of life. With each new topic and setting, fresh and creative ideas and interventions are offered and described, for use by practitioners of every school and method.