在教师教育中,团体是恢复社区的一种手段?20世纪70年代苏黎世“精神繁荣”时期的治疗技术

Q3 Arts and Humanities
Andrea De Vincenti, Norbert Grube, Andreas Hoffmann-Ocon
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引用次数: 0

摘要

在20世纪70年代的“心理繁荣”时期,人们对这个团体有着强烈的需求,认为它是一个多方面的背景。在治疗“正常人”的意义上,心理化和治疗技术,如群体动力学或谈话治疗,在社会上广泛建立,例如在反文化社会运动和教学环境中。一般的小组形式,例如对话和讨论小组,以及自助小组和戏剧或环境小组被认为是现代的,有利于教学工作。新技术承诺全面帮助在个人层面找到所谓的真实或真实的自我,以及在集体层面的意识。它是对产生解放要求的个人和集体过程的叙述。因此,本文在瑞士苏黎世州的教师教育背景下考察了心理化和治疗性知识的纠缠。根据原始材料,如教师培训研讨会的年度报告和教师出版物,我们探讨了这个问题,即在苏黎世教师教育中,该群体在多大程度上被证实并用于心理学和治疗方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Group as a Means to Restore Community in Teacher Education? Therapeutising Technologies during the “Psycho-boom” of the 1970s in Zurich
During the “psycho-boom” in the 1970s, there was a strong demand for the group as a multifaceted setting. In the sense of a therapy for “normal people”, psychologising and therapeutising technologies such as group dynamics or talk therapy were widely established in society e.g. in countercultural social movements and in pedagogical contexts. Group formats in general, such as conversational and discussion groups, as well as self-help groups and theatre or environmental groups were considered modern and conducive to pedagogical work. New technologies promised holistic help in finding the socalled true or authentic self at the individual level as well as consciousness at the collective level. It is the narrative of individual and collective processes yielding emancipatory demands. This article thus examines entanglements of psychologising and therapeutising knowledge in the context of teacher education in the Swiss canton of Zurich. Based on source materials, such as annual reports of teacher training seminars and publications by teachers, we persue the question to what extent the group was substantiated and used in psychologising and therapeutising ways in Zurich’s teacher education.
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CiteScore
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