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    Changing the subject: the educational implications of developing emotional well‐being

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    Authors
    Ecclestone, Kathryn
    Hayes, Dennis cc
    Affiliation
    Oxford Brookes University
    Issue Date
    2009-05
    
    Metadata
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    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.
    Citation
    Changing the subject: the educational implications of developing emotional well‐being 2009, 35 (3):371 Oxford Review of Education
    Journal
    Oxford Review of Education
    URI
    http://hdl.handle.net/10545/305397
    DOI
    10.1080/03054980902934662
    Additional Links
    http://www.tandfonline.com/doi/abs/10.1080/03054980902934662
    Type
    Article
    Language
    en
    ISSN
    0305-4985
    1465-3915
    ae974a485f413a2113503eed53cd6c53
    10.1080/03054980902934662
    Scopus Count
    Collections
    Institute of Education Research Collection

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