Abstract
This chapter introduces the focus of the book: the dominance of psychologized language in education and schooling and the consequences of this ‘regime of truth’. Through a set of examples, we discuss why it is important to critically understand and dismantle the psychologized language that has dominated education and schooling. The chapter ends by explaining the structure of the book: the first section a rather ‘light’ section in which the authors critically review some major constructs in education and their grounding in psychologized discourses (Chaps. 2–11), and a rather ‘heavier’ second section (Chaps. 12–17) in which the authors suggest some possible ways to overcome these psychologized discourses and remedy their consequences.
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Notes
- 1.
It is worth remembering that, as Pirandello would have it, ‘But a fact is like a sack which won’t stand up when it is empty. In order that it may stand up, one has to put into it the reason and sentiment which have caused it to exist’ (Pirandello, 1922, p. 15).
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Bekerman, Z., Zembylas, M. (2018). Introduction. In: Psychologized Language in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-54937-2_1
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DOI: https://doi.org/10.1057/978-1-137-54937-2_1
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Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-137-54936-5
Online ISBN: 978-1-137-54937-2
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