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    We are all storytellers and we are the stories we tell The above is a quotation (in fact it’s the opening line) from a book I’m reading called Identity and Story Creating Self in Narrative by McAdams Josselson and Lieblich (2006) APA Washington.Why do we tell stories about ourselves?There are always at least two people involved the storyteller and the listener. I like to think about a self-story as a type of connection between two points in time and place. A bridge between two sets of events the narrative and the present -the moment of telling.Self-stories are constructed in the telling and they are an important fabric in the perpetual…

  • Philosophy & Science of Learning

    Jacques Lacan

    1901-1981French psychoanalytical theorist who’ s influence continues today most notably advocated by Slavoj Zizek. Lacan in turn, reinterprets Freud and in particular, the difficult concept of the unconscious. Lacan links language and the unconscious and suggests that the unconscious is structured like a language. This resonates with some of Freud’s ideas as articulated in Jokes and their Relation to the Unconscious and his earlier work on The Interpretation of Dreams. Lacan is also known for his theory of the Mirror Stage. This occurs in infants who at that stage develop a capacity that is evidenced by their reaction of recognition when they see their own image in a mirror. What…

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    Some notes Carl Jung and Motivation Jung and others emphasise the unconscious.The suggestion is that we need to question the contribution of the unconscious to motivation. Jung uses the terms psyche and psychic rather than mind and mental.Jung sees the unconscious aspect of the psyche as different but complimentary to the conscious. Jung sees the psyche as a dynamic system, in constant flux and self-regulating . He calls the psychic energy libido acting out a form of opposition and compensation. Forward (progression) and backward (regression) movement of the libido -think of adaptation (to one’s environment) and accommodation (change in mind). Some idea of flow between the conscious and the unconscious.…

  • Philosophy & Science of Learning

    The Question of Psychoanalysis

    I face a challenge every time I engage with psychoanalytical theories and theorists. I’m never really sure as to the substance and value of the approach. I remain detached and skeptical and tend to apply a higher degree of critical appraisal. On the other hand I sense that there are some very important ideas in this field and that part of the challenge is the complex and intimate nature of what’s being studied.In this series of blogs I propose to review psychoanalytical thinkers and their theories and to work through their ideas to see what stacks up in. To begin with, I intend to look closely at three of the…

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    No Country for old Men

    Went to see No Country for Old Men http://www.nocountryforoldmen.com/ with J. Quite a good film typical Coen brothers. Lots of open country and murders. Yes murders! But what of the plot. Well quite a story really and a puzzling ending. We talked about it afterwards always a sign of a good film. What else can be done on a wet day. What about the ending. I think it’s courageous for a box office type movie to take on such a creative ending.The sherif Bell tries to sort out his world as he begins his retirement. Here is a section from the script: LORETTA (CONT’D) … How’d you sleep? BELL I…

  • For Students,  Philosophy & Science of Learning

    Adult Learning

    Adults learn what they want to learn and what they perceive as useful to them;Internalisation involves the construction of new meaning based on passed experience and new stimuli;Learning can be understood as always involving cognitive, psychodynamic and societal/social aspects;Communities of practice embody all three of these aspects and as such are powerful drivers for adult learning;Engagement in critical discourse is a likely outcome of successful adult learning in the long-term the reverse is also true adult learning is the inevitable outcome of critical discourse.Transformative learning can arise in adults where appropriate conditions exist for questioning assumptions, critical discourse, reflection and restructuring of perspectives. posted by Leo Casey

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    Behaviourist and Cognitive Theories

    Cognitive theories of learning have evolved from experimental psychology and find their roots in the study of behaviour. The early emphasis was on measuring responses to external stimuli and the so called behaviourist approach was the dominant paradigm up until the latter part of the last century. Much pioneering work in experimental learning psychology was based on observing results from animal and human experiments typically involving the quest to understand relationships between stimuli and observed responses (Hilgard & Bower, 1966; Mackintosh, 1997; Travers, 1967). These insights into learning focused only on external observable behaviour. Early workEarly exponents of behaviourism such as John B Watson, Edward L Thorndike and B. F.…