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Robin S. Brown [4]Robin Seaton Brown [1]
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Robin Brown
Teachers College
  1. Integrating Laptops Into Campus Learning: Theoretical, Administrative and Instructional Fields of Play.Daniel Anderson, Robin Seaton Brown, Todd Taylor & Kathryn Wymer - 2002 - Kairos (Université de Toulouse-Le Mirail. Faculté de philosophie) 7 (1).
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  2. An Opening: Trauma and Transcendence.Robin S. Brown - 2015 - Psychosis: Psychological, Social and Integrative Approaches 7 (1):72-80.
    With reference to the intergenerational theorizing of trauma, this article considersthe role of transcendence in the substance of our theoretical ideas about psycho-sis. Arguing against an emphasis on notions of developmental de fi cit, the author considers the recent work of Davoine and Gaudilliere as a means of questioningsome of the paradigmatic assumptions of clinical psychology. It is suggested that the relationship between psychosis and spirituality has often been conceived insuch a way as to depreciate both, and that a shift (...)
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    Completing Piaget's Project: Transpersonal Philosophy and the Future of Psychology by Edward J. Dale. [REVIEW]Robin S. Brown - 2016 - World Futures 72 (7-8):406-407.
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    Psychoanalysis Beyond the End of Metaphysics: Thinking Towards the Post-Relational.Robin S. Brown - 2016 - Routledge.
    _Psychoanalysis Beyond the End of Metaphysics_ offers a new paradigm approach which advocates reengaging the importance of metaphysics in psychoanalytic theorizing. The emergence of the relational trend has witnessed a revitalizing influx of new ideas, reflecting a fundamental commitment to the principle of dialogue. However, the transition towards a more pluralistic discourse remains a work in progress, and those schools of thought not directly associated with the relational shift continue to play only a marginal role. In this book, Robin S. (...)
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    Teaching Disobedience: Jung, Montuori, and the Pedagogical Significance of Conflict.Robin S. Brown - 2016 - World Futures 72 (7-8):342-352.
    Alternative education often seeks to promote creativity. In so far as this tendency might come to suggest something ideological, then the intent thus indicated is liable to become self-defeating. This article considers C.G. Jung's conservative ideas about education, and explores how these notions might relate to his wider psychology. Contrasting Jung's position with Alfonso Montuori's notion of Creative Inquiry, the author argues for the importance of a more conscious relationship to the role of conflict in the development of a relationally (...)
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