Abstract
Disciplinary and professional psychology have exercised considerable influence over the ways in which Western individuals and societies understand what it is to be a person. During the last half of the 20th century, educational psychologists advanced scientific and humanistic conceptions of the self that removed personhood from the historical, socio-cultural traditions and related moral and political practices within which the self develops. In consequence, the theoretical and practical models of self-enhancement and self-management offered by educational psychologists are inadequate with respect to the education of persons who, if they are to function as effective citizens, must participate in complex, contested socio-cultural, moral, and political contexts with others.
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Martin, J. The educational inadequacy of conceptions of self in educational psychology. Interchange 35, 185–208 (2004). https://doi.org/10.1007/BF02698849
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DOI: https://doi.org/10.1007/BF02698849