Bion and Schön
Psychoanalytic Perspectives on Reflection in Action
Bibliographic Data
| ID | 8404082 |
|---|---|
| Authors | Joseph Mintz (0000-0001-7622-9248, University College London, corresponding author) |
| Year | 2016 |
| Volume | 64 |
| Issue | 3 |
| Pages | 277-293 |
| Publication date | 2016-07-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00071005.2015.1136404 |
| OpenAlex | W2285397848 |
| Language | EN |
| Citations received | 6 |
| References cited | 16 |
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
Action (physics) · Dialectic · Epistemology · Frame (networking) · Perspective (graphical) · Psychic · Psychoanalysis · Psychoanalytic theory · Reflection (computer programming) · Relation (database) · Sociocultural evolution · Sociology · Tacit knowledge · Anthropology · Child Therapy and Development · Educational and Psychological Assessments · Educational Philosophies and Pedagogies · Philosophy · Psychology
Tales of Teachers’ Postdigital Pedagogical Uncertainties
Teachers’ Experiences of Presence in Their Daily Educational Practice
Key components of lesson study from the perspective of complexity
Fiction talk as a reflective practice
From expectations to generative uncertainties in teaching and learning activities. A case study of a high school English Teacher in the times of Covid19
Secondary teachers’ experiences of presence in teaching
The reflective practitioner
A Beam of Intense Darkness
The Home We Build Together
The Politics of Special Educational Needs
The Politics of Special Educational Needs
Style of Knowing Regarding Uncertainties
Between Psychoanalysis and Pedagogy
Changing the Subject
Some Explorations in Initial Interaction and Beyond
| Citations per year | 1 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |