Bion and Schön: Psychoanalytic Perspectives on Reflection in Action

Autor/in	Mintz, Joseph
Titel	Bion and Schön: Psychoanalytic Perspectives on Reflection in Action
Quelle	In: British Journal of Educational Studies, 64 (2016) 3, S.277-293 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2015.1136404
Schlagwörter	Psychiatry; Sociocultural Patterns; Reflection; Correlation; Physicians; Psychological Patterns; Teacher Student Relationship; Child Development; Special Needs Students; Special Education; Identification; Epistemology; Risk; Professional Identity + Suchen Sie Ihr Suchwort? Psychiatrie; Soziokulturelle Theorie; Korrelation; Physician; Doctor; Arzt; Teacher student relationships; Lehrer-Schüler-Beziehung; Kindesentwicklung; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Identifikation; Identifizierung; Erkenntnistheorie; Risiko
Abstract	Schön's concept of "reflection in action", particularly when interpreted from a sociocultural perspective, is often used as frame with which to consider the relationship between theoretical and tacit knowledge in the work of teachers. This paper presents an alternative interpretative frame for Schön which makes use of the ideas of Wilfred Bion, perhaps the most influential psychoanalyst of the second half of the twentieth century. It is argued that it is the productive emotional struggle with uncertainty that lies within Schön's moment, which ultimately leads to the teacher coming to a moment of decision about what the child might need in a particular situation. This (contingent) understanding arises from a dialectic intertwining of knowledge derived from intersubjective relationship and theoretical knowledge, for example, about typical and atypical development in children. Implications for professional practice particularly in relation to working with children with special educational needs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01