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Ecclestone Kathryn & Hayes Dennis (2009). « Changing the subject : The educational implications on developing emotional well-being ». Oxford Review of Education, vol. 35, n° 3, juin, p. 371–389. En ligne : <http://www.informaworld ... =all~content=a911733182>. 
Added by: Agnès Cavet (12 Nov 2009 14:26:59 Europe/Paris)   Last edited by: Agnès Cavet (16 Nov 2009 14:58:48 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/03054980902934662
BibTeX citation key: Ecclestone2009a
Categories: General
Keywords: vie scolaire
Creators: Ecclestone, Hayes
Collection: Oxford Review of Education
Views: 1316/2374
Views index: 20%
Popularity index: 5%
URLs     http://www.informa ... content=a911733182
Abstract     
"Claims that emotional well-being is synonymous with successful educational practices and outcomes resonate with contemporary political portrayal of well-being as integral to 'social justice'. In Britain, diverse concerns are creating an ad hoc array of therapeutic interventions to develop and assess attributes, dispositions and attitudes associated with emotional well-being, alongside growing calls to harness subject content and teaching activities as vehicles for a widening array of affective outcomes.

There has been little public or academic debate about the educational implications of these developments for the aspirations of liberal humanist education. This article addresses this gap. Drawing on philosophical, political and sociological studies, it explores how preoccupation with emotional well-being attacks the 'subject' in two inter-related senses; the human subject and subject knowledge. It argues that it is essential to challenge claims and assumptions about well-being and the government-sponsored academic, professional and commercial industry which promotes them. "
Added by: Agnès Cavet  Last edited by: Agnès Cavet
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