Bruno Bettelheim: Contradictions, Controversies and Continuities

Autor/in	Garner, Philip
Titel	Bruno Bettelheim: Contradictions, Controversies and Continuities
Quelle	In: Early Child Development and Care, 191 (2021) 7-8, S.1122-1132 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garner, Philip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1862822
Schlagwörter	Child Development; Early Childhood Education; Educational Theories; Teacher Student Relationship; Teacher Attitudes; Educational History; Teacher Education Programs; Teaching Methods; Learning Processes; Foreign Countries; Criticism; Emotional Development; Emotional Disturbances; Professional Recognition; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational theory; Theory of education; Bildungstheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; History of education; Bildungsgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Kritik; Gefühlsbildung; Gefühlsstörung
Abstract	The work of Bruno Bettelheim presents a range of challenges, in respect of its meaning, relevance and, not least, its overall credibility. These have long been apparent in the early years education. Adopting an English perspective, the paper explores a thesis that Bettelheim's work, although fragile in its scientific grounding, has nevertheless held successive generations of educators in its thrall, enabling the maintenance of a focus on the emotional dimension of education. Its importance in contributing to progressing a 'living theory' which helps inform the way that teachers engage with all learners. I suggest that -- in common with other historical figures in education -- his influence has gradually dissipated, largely absorbed, illustrating this by a set of snapshot observations from two groups of teachers, whose initial teacher training is separated by over 40 years. Ultimately, the paper argues that Bettelheim's contribution to practice should be celebrated for its capacity to trigger a way of personalizing learning -- at a time of increasing homogeneity in education systems in England, and even worldwide. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01