Interpersonal Relations and Education

Nonfiction, Health & Well Being, Psychology, Education & Training, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Social Psychology
Cover of the book Interpersonal Relations and Education by David H. Hargreaves, Taylor and Francis
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Author: David H. Hargreaves ISBN: 9781351857758
Publisher: Taylor and Francis Publication: September 13, 2017
Imprint: Routledge Language: English
Author: David H. Hargreaves
ISBN: 9781351857758
Publisher: Taylor and Francis
Publication: September 13, 2017
Imprint: Routledge
Language: English

Originally published in 1972, this title provides an analysis of social interactions in educational contexts and opens up the field of the social psychology of education as an area in its own right at the very heart of the process of education.

From a ‘symbolic interactionist’ perspective, the author develops a framework for the study of relations between teachers and pupils, discussing the basic ways of analysing social interaction, including the concepts of perception and role. He examines the distinctive perspectives of teachers and pupils on their relationships, bringing together into a coherent framework the insights of such writers as John Holt and Carl Rogers, and within this context he explores the notion of ‘voluntary schooling’. The book also deals with other important aspects of education such as discipline, classroom group dynamics and the relations between headteachers and their staff.

The theories put forward by the author are firmly grounded in the daily experience of teachers and pupils in the classroom at the time. The book was expected to be of value to experienced teachers and student teachers alike, as well as to teachers of the social sciences in general.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Originally published in 1972, this title provides an analysis of social interactions in educational contexts and opens up the field of the social psychology of education as an area in its own right at the very heart of the process of education.

From a ‘symbolic interactionist’ perspective, the author develops a framework for the study of relations between teachers and pupils, discussing the basic ways of analysing social interaction, including the concepts of perception and role. He examines the distinctive perspectives of teachers and pupils on their relationships, bringing together into a coherent framework the insights of such writers as John Holt and Carl Rogers, and within this context he explores the notion of ‘voluntary schooling’. The book also deals with other important aspects of education such as discipline, classroom group dynamics and the relations between headteachers and their staff.

The theories put forward by the author are firmly grounded in the daily experience of teachers and pupils in the classroom at the time. The book was expected to be of value to experienced teachers and student teachers alike, as well as to teachers of the social sciences in general.

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