DOCSLIB.ORG

Ed 355 524 Author Title Institution Report No Pub Date Note Available from Pub Type Edrs Price Descriptors Document Resume Cs 21

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ed 355 524 Author Title Institution Report No Pub Date Note Available from Pub Type Edrs Price Descriptors Document Resume Cs 21 DOCUMENT RESUME ED 355 524 CS 213 728 AUTHOR Ray, Ruth E. TITLE The Practice of Theory: Teacher Research in Composition. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-3660-5 PUB DATE 93 NOTE 197p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 36605-3050: $14.95 members, $19.95 non-members). PUB TYPE Information Analyses (070) Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *College English; English Curriculum; *English Instruction; Feminism; Higher Education; High Schools; Reader Text Relationship; Teaching Methods; *Theory Practice Relationship; *Writing Instruction; *Writing Research IDENTIFIERS *Composition Theory; English Teachers; *Feminist Criticism; Teacher Researchers; Writing To Learn ABSTRACT This book offers teachers a convenient means of broadening their understanding of various kinds of composition theory and the steadily emerging field of teacher research by high school and college instructors. The book is designed to arouse individual teachers' interest in composition theory and encourage them to learn about and participate in teacher research. The book covers the various branches of teacher research and the key ideas of its many proponents. Individual chapters include:(1) The Move toward Theory in Composition; (2) Theory and Practice from a Feminist Perspective; (3) The Argument for Teacher Research; (4) Comprehension from Within: K-12 Teacher Research and the Construction of Knowledge; (5) Contextual Constraints on Knowledge Making: Graduate Student Teacher Research; and (6) Toward a Teacher-Research Approach to Graduate Studies. An interview with National Writing Project Teacher-Researchers, along with a sample syllabus for a graduate course in composition theory, are appended. (HB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** I a g k I I IIS I U S DEPARTMENT OF EDUCATION Improvement "PERMISSION TO REPRODUCE THIS Mee d Educational Research and EDUCATIONAL RESOURCES SINFORMATION MATERIAL HAS BEEN GRANTED BY CENTEERIC) oriThis document has been reproducedas oict,austi received from the parson ororganuation ongsnahng a O Minot catnips nave wanmade to improve B ST COPY AVAILABLE reproduction ouslity Points of view or opmoonsstatd inthis docu- mint do not noctsaanlyrepresent official TO THE EDUCATIONAL RESOURCES 0E141 I:racoon or policy INFORMATION CENTER (MCI The Practice of Theory a College Section Committee Cynthia Selfe, Chair Michigan Technological University Lil Brannon SUNY at Albany Miriam T. Chaplin Rutgers University Doris 0. Ginn, CCCC Representative Jackson State University Brenda M. Greene Medgar Evers College, CUNY Jeanette Harris University of Southern Mississippi Tom Waldrep University of South Carolina Tilly Warnock University of Arizona James Raymond University of Alabama H. Thomas McCracken, CEE Representative Youngstown State University Louise Smith University of Massachusetts at Boston James E. Davis, Executive Comn ittee Liaison Ohio University Miles Myers, NCTE Staff Liaison . The Practice of Theory Teacher Research in Composition Ruth E. Ray Wayne State University a National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois61801-1096 ;) NC. 1 h. College Level Editorial Board: Rafael Castillo, Gail E. flawisher, Joyce Kinkead, Charles Moran, Louise Wetherbee Phelps, Charles Suhor, chairex officio, Michael Spooner, ex officio Staff Editors: Sheila A. Ryan and Michelle Sanden Johlas Cover Design: Doug Burnett Interior Design: Tom Kovacs for TGK Design NCTE Stock Number 36605-3050 © 1993 by the National Council of Teachers of English. All rights reserved. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to providea forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded toany particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified. Library of Congress Cataloging-in-Publication Data Ray, Ruth E., 1954 The practice of theory : teacher research in composition / Ruth E. Ray. p.cm. Includes bibliographical references and index. ISBN 0-8141-3660-5 1. English languageComposition and exercisesStudy and teachingResearchUnited States. 2. English languageRhetoricStudy and teachingResearchUnited States.3. Action research in educationUnited States. I. Title LB 1576.R391993 808'.042'07dc20 92-41456 CEP #.1 Contents Acknowledgments vii Introduction: The Search for a Perspective ix I Challenging the Theory-Practice Relationship 1. The Move toward Theory in Composition 3 2.Theory and Practice from a Feminist Perspective 25 II Articulating the Teacher-Research Perspective, K-12 3. The Argument for Teacher Research 49 4. Comprehension from Within:K-12Teacher Research and the Construction of Knowledge 76 )11 Toward Theory-Based Practice and Practice-Based Theory 5.Contextual Constraints on Knowledge Making: Graduate Student Teacher Research 103 6.Toward a Teacher-Research Approach to Graduate Studies 139 Epilogue 158 Appendix A: Interview of National Writing Project Teacher-Researchers 161 Appendix B: English 702Studies in Composition Theory 162 Appendix C: Permission to Participate 169 v .. vi Contents Works Cited 171 Index 183 Author 191 Acknowledgments I would like to express my gratitude to the following people for their assistance in the completion of this manuscript: Ellen Barton, academic confidante and friend, who read every chapter carefully and "talked up" the book with students and colleagues whenever she got the chance. Everyone should have such an advocate. Anonymous Reviewer #2 from Nt.,111 who gave the early draft a good, stiff critique and forced me to consider more carefully how the feminist perspective described in Chapter 2 might inform a revision of graduate education in composition. The National Writing Project teachers of metro Detroit who opened up their world to me through interviews and meetings during the summer of1990. The students in my1991English702seminar who had enough faith to conduct interpretive research in their own classrooms and then let me write about it. Tina Pawlak and Diane Kasunic, my Mastermind partners, who resolutely spoke of this book as a "done deal" every time I expressed any doubts about finishing it. Michael Spooner, senior editor for publications, whose positivity, coupled with his intelligence and accessibility, made working with NCTE a pleasure. vii Introduction: The Search for a Perspective This book began as a personal search, motivated by my own need to know how I as a composition specialist fit into a university English department in which the teaching of literature and the practice of literary criticism are the primary activities. An ongoing issue for me has been to understand and articulate my relationship to my literary colleagues: What interests and concerns do we share? How might the connections I see between their inquiries and mine enhance my own teaching and research in composition? In the process of researching and writing this book, I came to realize that my personal issue was more largely representative of the issues facingcomposition faculty everywhere. Thus, by way of introducing this book and its motives, I offer in these first few pages an autobiographical statement. I hope that readers will see in my background elements of their own professional lives which will help them understand the theoretical connections I have made, the conclusions I have drawn, and my reasons for looking to feminist studies and teacherresearch for a broader perspective on composition. A teacher at heart, from my first day as assistant professor I felt at odds with many of my colleagues who were literary critics and theoreticians. My educational and professional experiences were not the credentials of a literary theorist: I had an undergraduate degree in journalism and experience as a newspaper reporter and feature writer; I had worked in public relations; spent two years as a technical writer; worked as a tutor and part-time teacher of remedial writing; earned a master's degree in linguistics and composition; spent seven years as a nontenure-track lecturer while directing a tutoringlab, served as assistant director of composition, coordinated placement and proficiency testing, and taught all forms of undergraduate writ- ing; and earned a doctor of arts degree with an emphasis in composi- tion theory and applied linguistics. By the time my dissertation was completed, I had already spent nearly ten years as an adjunct faculty member and lecturer in compo- sition. Still, I was not fully prepared for life on the tenure track, where my previous experience did not really "count" for much in termsof ix 1 1) x The Practice of Theory a scholarly record. What mattered now was what I thought and wrote. However, my research, which I saw as a natural outgrowth of teaching and tutoring, was anomalous to many of my colleagues: they asked me to justify my tacit belief that composition was "intellectually respect- able"; challenged me to support the "empirical bias" of my work; critiqued it for being "too pedagogical," "atheoretical,"
Load more

Recommended publications
  • Science in Context Fear and Envy: Sexual Difference and The
    Science in Context http://journals.cambridge.org/SIC Additional services for Science in Context: Email alerts: Click here Subscriptions: Click here Commercial reprints: Click here Terms of use : Click here Fear and Envy: Sexual Difference and the Economies of Feminist Critique in Psychoanalytic Discourse José Brunner Science in Context / Volume 10 / Issue 01 / March 1997, pp 129 - 170 DOI: 10.1017/S0269889700000302, Published online: 26 September 2008 Link to this article: http://journals.cambridge.org/abstract_S0269889700000302 How to cite this article: José Brunner (1997). Fear and Envy: Sexual Difference and the Economies of Feminist Critique in Psychoanalytic Discourse. Science in Context, 10, pp 129-170 doi:10.1017/ S0269889700000302 Request Permissions : Click here Downloaded from http://journals.cambridge.org/SIC, IP address: 109.66.70.204 on 12 Feb 2014 Science in Context 10, I (1997), pp. 129-170 JOSfiBRUNNER Fear and Envy: Sexual Difference and the Economies of Feminist Critique in Psychoanalytic Discourse The Argument This essay examines Freud's construction of a mythical moment during early childhood, in which differences between male and female sexual identities are said to originate. It focuses on the way in which Freud divides fear and envy between the sexes, allocating the emotion of (castration) fear to men, and that of (penis) envy to women. On the one hand, the problems of this construction are pointed out, but on the other hand, it is shown that even a much-maligned myth may still provide food for thought. Then, four critiques of Freud which have been articulated by prominent feminist psychoanalysts — Karen Horney, Nancy Chodorow, Luce Irigaray, and Jessica Benjamin — are presented, as well as the alternative visions of sexual identities which these thinkers have developed.
    [Show full text]
  • Psychologist– Psychoanalyst
    Psychologist– ψ Official Publication of Division 39 of the American Psychoanalyst Psychological Association Volume XXIV, No. 4 Fall 2004 FROM THE PRESIDENT JAINE DARWIN, PSYD My route to psychoanalysis began as a student teacher at and not an independent profession. We’ve been supporting Bettelheim’s Orthogenic School as part of a masters pro- our membership in New York State, where psychoanalysts gram in education at the University of Chicago in 1969-70. can be independently licensed without a mental health When I announced to my class I would be leaving at the degree, to push for standards for training in the regulations end of the term, an eight-year-old asked me how long I which we hope will protect the public from an inadequate had been at the school. When I replied that I’d been there treatment that can be called psychoanalysis. We continue for fourteen weeks, he said, “That’s much too short for so to participate in The Working Group on Psychodynamic long.” I feel much the same way as I write this final column Approaches to Classification spearheaded by Stanley of my presidency. I am both sad and eager to say goodbye Greenspan, which hopes to produce a diagnostic manual to the privilege and responsibility of leading Division 39. that utilizes a psychodynamic approach to the classification We’ve accomplished much in the past two years. of mental health disorders. The completion of a first draft is My presidential initiatives included ideas that came under anticipated in Spring 2005. the headings of Outreach and Inreach.
    [Show full text]
  • The Balance of Personality
    The Balance of Personality The Balance of Personality CHRIS ALLEN PORTLAND STATE UNIVERSITY LIBRARY The Balance of Personality by Chris Allen is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. The Balance of Personality Copyright © by Chris Allen is licensed under an Attribution NonCommercial-ShareAlike 4.0 International, except where otherwise noted. Contents Preface ix Acknowledgements x Front Cover Photo: x Special Thanks to: x Open Educational Resources xi Introduction 1 1. Personality Traits 3 Introduction 3 Facets of Traits (Subtraits) 7 Other Traits Beyond the Five-Factor Model 8 The Person-Situation Debate and Alternatives to the Trait Perspective 10 2. Personality Stability 17 Introduction 18 Defining Different Kinds of Personality Stability 19 The How and Why of Personality Stability and Change: Different Kinds of Interplay Between Individuals 22 and Their Environments Conclusion 25 3. Personality Assessment 30 Introduction 30 Objective Tests 31 Basic Types of Objective Tests 32 Other Ways of Classifying Objective Tests 35 Projective and Implicit Tests 36 Behavioral and Performance Measures 38 Conclusion 39 Vocabulary 39 4. Sigmund Freud, Karen Horney, Nancy Chodorow: Viewpoints on Psychodynamic Theory 43 Introduction 43 Core Assumptions of the Psychodynamic Perspective 45 The Evolution of Psychodynamic Theory 46 Nancy Chodorow’s Psychoanalytic Feminism and the Role of Mothering 55 Quiz 60 5. Carl Jung 63 Carl Jung: Analytic Psychology 63 6. Humanistic and Existential Theory: Frankl, Rogers, and Maslow 78 HUMANISTIC AND EXISTENTIAL THEORY: VIKTOR FRANKL, CARL ROGERS, AND ABRAHAM 78 MASLOW Carl Rogers, Humanistic Psychotherapy 85 Vocabulary and Concepts 94 7.
    [Show full text]
  • Feminist Studies in Psychology: an Overview Bonnie J
    Research R epot Feminist Studies in Psychology: An Overview Bonnie j. Miller-McLemore most of the history of modern psychology, men more than women ٠٢? speculated about the nature of human growth and fulfillment. Their subjects were most often other men. £ven when women were subjects, conclusions ultimately rested upon male models and ideals, ?sychologists became accustomed to seeing life “through men’s eyes,” as Carol Gilligan has said so well. Women were basically excluded “from critical theory- building studies,” whether of human sexuality, cognitive development, or moral stages.* Likewise, in everyday life, “women’s reality” or ideas and understandings commonly held by women were all too often labeled “sick, bad, crazy, stupid, ugly, or incompetent.” The “White Male Sys- tem,” explained psychotherapist Anne Wilson Schaef, sets the normative agenda for human behavior and health.* Gilligan and Schaef are only a few of the people now churning out research in psychology that challenges the normativity of male experience and provides new understandings of gender, sexuality, selfhood, growth, and fulfillment. This research has only just begun to affect pastoral practice and theological language. Many clergy and other professionals now recognize that they must understand women and men within more inclusive psychological and theological frameworks. Ultimately these new frameworks have the power to transform divine imagery and devotional practices. As requested by the editors of the International Journal of Practical Theology, my intent is to report on this relatively new and growing body of literature in the United States and to indicate some of its implications for practical theology. Since a research report such as this cannot cover all of the publications and trends of the past three decades, I will attempt to provide a taste of the major developments through attention to prominent works.* I will give more attention to early and pivotal works, in part York ١٧^^ :Carol Gilligan, quoted by Francine Frose, Confident at 11, Confused at 16, in 1 .
    [Show full text]
  • Eros and Psyche
    '1!~tA ~57~(2007). PP. 131~157 Eros and Psyche Eros and Psyche: Freud's Configuration of the Sexual Drive and the Body-Ego Kwon, Young-Hee (Department of English, Seoul National University) Desidero is the Freudian cogito. - ] acques Lacan 1. The linchpin of Freudian psychoanalysis is sexuality, as Sigmund Freud is acutely aware when he declares that the Oedipus complex as the peak of infantile sexuality is the shibboleth of psychoanalysis (TE 92). Although anatomy is not yet its destiny with a breast-sucking infant, Freud still contends that its first experience of pleasure is a sexual one. Perhaps more disturbingly, he believes that the friendly feelings of an analysand, in case of the positive transference, "rest ultimately on an erotic basis," going on to conclude: "(A] ll the feelings of sympathy, friendship, trust and so forth which we expend in life are Key Words: Sigmund Freud, Sexuality, Freudian Subject, Instinct, Sexual Drive, Eros, Ego, Id, Super-Ego 132 '2Jifi=~ J:il57~ (2007) genetically connected with sexuality and have developed out of purely sexual desires by an enfeebling of their sexual aim, however pure and non-sensual they may appear in the forms they take on to our conscious self-perception. To begin with we knew none but sexual objects" ("Dynamics" 112). If this statement peculiarly casts the developmental model of sexuality in the timeless realm of psyche, Freud's focal point is that regardless of whether we have affectionate feelings toward an object in our earliest or later stages of psychosexual development, that object has been and always will be a sexual aim insofar as our unconscious is concerned.
    [Show full text]
  • American Psychoanalytic Association Collection
    AMERICAN PSYCHOANALYTIC ASSOCIATION COLLECTION TABLE OF CONTENTS Scope and Contents………………………………………………………………………… 1 Arrangement Note…………………………………………………………………………. 1 Record Group Structure……………………………………………………………………. 2 Series Descriptions and Annotations……………………………………………………….. 6 RG 1 – Constitution / By-laws / Incorporation..…………………………………………… 6 RG 2 – Finance…….………………………………………………………………………. 6 RG 2 Series 1 – Budget Committee………………………………………………….............. 6 RG 2 Series 2 – Developmental Resources Committee ……………………………………... 6 RG 2 Series 3 – Financial Reports / Planning / Endowment Fund / Fund Raising ……...… 6 RG 2 Series 4 – Taxation / IRS……………………………………………..……………… 6 RG 3 – Legal Counsel / Cases / Committees…….…………………………………………. 6 RG 4 – Insurance…….………………………………………………..……………………. 6 RG 5 – Awards / Foundations / Funds / Memorials………………………………………. 6 RG 6 – Freud…….…………………………………………………………………………. 6 RG 6 Series 1 – Freud Centenary…………………………………………………………… 6 RG 6 Series 2 – Freud Manuscripts / Translations………………………………………….. 6 RG 6 Series 3 – Freud Memorial / Anna Freud / Correspondence…………………………. 6 RG 7 – Central Office………………………………………………………………………. 6 RG 8 – Annual Meetings…….……………………………………………..………………. 7 RG 8 – Annual Meetings…….……………………………………………..………………. 7 RG 8 Series 1 – Agendas / Minutes………………………………………………………… 7 RG 8 Series 2 – Program……………………………………………………………………. 7 RG 8 Series 2 Sub-series 1 – Program Committee…………………………………………... 7 RG 8 Series 2 Sub-series 2 – Program Booklets / Announcements………………………… 7 RG 8 Series 2 Sub-series 3 – Proceedings / Summaries
    [Show full text]
  • Psychoanalysis and "The Discipline of Love"
    University of New Orleans ScholarWorks@UNO English Faculty Publications Department of English and Foreign Languages 2000 Psychoanalysis and "The Discipline of Love" Nancy Easterlin University of New Orleans, [email protected] Follow this and additional works at: https://scholarworks.uno.edu/engl_facpubs Part of the English Language and Literature Commons Recommended Citation Easterlin, Nancy. "Psychoanalysis and 'The Discipline of Love'." Philosophy and Literature 24.2 (2000): 261-279. This Article is brought to you for free and open access by the Department of English and Foreign Languages at ScholarWorks@UNO. It has been accepted for inclusion in English Faculty Publications by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. Nancy Easterlin 261 Nancy Easterlin PSYCHOANALYSIS AND “THE DISCIPLINE OF LOVE” n the past three decades, psychological approaches to literature, Iincluding feminist interpretations, have been overwhelmingly psy- choanalytic, and this is still the case even as cognitive psychology emerges as a relevant and fruitful secondary field for literary scholars. The dominance of psychoanalysis holds true for Wordsworth scholar- ship, an area in which, given the poet’s developmental concerns, psychological orientations seem particularly apropos. Unfortunately, Freud’s most basic assumptions about infant experience, still credited in various forms by Lacanian and many feminist scholars, are no longer accepted by developmental psychologists, who regard the infant as a self-organizing system engaged in a fundamentally productive and social relationship with his primary caregiver, usually his mother. By contrast, psychoanalysis, which opposes union with the mother in the state of primary narcissism to separation and individuation, envisions the mother- infant relationship as paradigmatically conflicted.
    [Show full text]
  • Merican Psychoanalytic Association Collection
    MERICAN PSYCHOANALYTIC ASSOCIATION COLLECTION FOLDER LIST RG 1 CONSTITUTION / BY-LAWS / INCORPORATION (4 boxes) Box title: Constitution / By-laws / Incorporation, 1930-1952 1930 Constitution and By-laws 1932 Constitution and By-laws 1933-1934 Constitution and By-laws 1935 Constitution 27 May 1937- Dissolution of Washington, D.C. Corporation 18 Nov 1940 1942 Amendments to the Constitution and Minimal Standards 1946 By-laws 1948 Constitution and By-laws 1948 Constitution and By-laws 1948-1952 Certificate of Incorporation 1950-1952 Committee on Incorporation 1950 By-laws – Amendment 1951 By-laws – Amendment and Incorporation of the American Psychoanalytic Association in the State of New York 10 May 1952 Resolution of Incorporation 1952 By-laws – Amendment Box title: Constitution / By-laws / Incorporation, 1953-1957 1953 By-laws - Amendment 1954 By-laws and Index to Amendments to By-laws since 11 March 1952 1954 By-laws – Ad Hoc Committee on Amendment to the By-laws Regarding Discipline and Ethics __________________________________________________________________________________________ Oskar Diethelm Library American Psychoanalytic Association Collection 1 The Winthrop Group/March 2008 1954-1956 By-laws – Amendment Concerning Discipline 1955 By-laws – Ad Hoc Committee on Amendment to the By-laws Regarding Discipline and Ethics 1955 By-laws - Amendments 27 Feb 1953- By-laws - Amendment 7 Oct 1955 1956 By-laws – Ad Hoc Committee on Amendment to the By-laws Regarding Discipline and Ethics 1956 By-laws - Amendments 1956 Study of By-laws 1956-1957
    [Show full text]
  • 7 Feminist and Gender Theories
    7 FEMINIST AND GENDER THEORIES Key Concepts Relations of Ruling Bifurcation of Consciousness Institutional Ethnography Standpoint Theory Dorothy E. Smith Key Concepts Standpoint Epistemology Black Feminist Thought Matrix of Domination Patricia Hill Collins Key Concepts Object Relations Theory Nancy Chodorow 312 Feminist and Gender Theories 313 Key Concepts Hegemonic Masculinity Patriarchal Dividend R. W. Connell Key Concepts Queer Theory Heterosexual Matrix Performativity Judith Butler There is no original or primary gender a drag imitates, but gender is a kind of imitation for which there is no original. —Judith Butler A Brief History of Women’s Rights in the United States 1700s American colonial law held that “by marriage, the husband and wife are one person in the law. The very being and legal existence of the woman is suspended during the marriage, or at least is incorporated into that of her husband under whose wing and protection she performs everything.” By 1777, women are denied the right to vote in all states in the United States. (Continued) 314 SOCIOLOGICAL THEORY IN THE CONTEMPORARY ERA (Continued) 1800s In Missouri v. Celia (1855), a slave, a black woman, is declared to be property with- out the right to defend herself against a master’s act of rape. In 1866, the Fourteenth Amendment is passed by Congress (ratified by the states in 1868). It is the first time “citizens” and “voters” are defined as male in the U.S. Constitution. 1900s In 1920, the Nineteenth Amendment to the U.S. Constitution is ratified. It declares, “The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex.” In 1923, the Equal Rights Amendment is introduced in Congress in the United States.
    [Show full text]
  • Chapter 2: Theoretical Perspectives on Gender
    CHAPTER Theoretical Perspectives on Gender 2 OUTLINE d. Feminist Critique of Sociobiology and Evolutionary Psychology 1. Psychoanalytic Theory e. Feminist Evolutionary a. Freud’s Theory of Psychosexual Psychology and Feminist Development Sociobiology b. Criticisms of Freud’s 6. Social Role Theory Psychoanalytic Theory 7. Feminist Theories c. Karen Horney a. Gender as Status and Power d. Helene Deutsch b. Intersectionality e. Nancy Chodorow c. Queer Theory 2. Social Learning Theory d. Gender Roles and Socializationdistribute a. Evidence for Social Learning e. External Versus Internal Theory Attributions of Problems b. Cognitive Social Learning Theory f. Consciousnessor Raising 3. Cognitive-Developmental Theory g. Diversity of Feminisms FOCUS 2.1: Feminist Reformulation of h. Summary a Theory of Moral Development i. Evaluation of Feminist Theories 4. Gender Schema Theory j. In Conclusion a. Evidence for Gender Schema Theory post,FOCUS 2.2: Feminist Theory in Psychology: Objectification Theory 5. Sociobiology and Evolutionary Psychology EXPERIENCE THE RESEARCH: a. Parental Investment Gender Schema Theory b. Sexual Selection 8. Chapter Summary c. Evolutionary Psychologycopy, 9. Suggestions for Further Reading nderstanding gender differences has fascinated people probably since the dawn of Uthe human species. In the past century, science has come to dominate intellectual thought. Thus,not it is not surprising that scientific understandings of gender differences have developed. In this chapter we will examine some major psychological theories that have been formulated to explain the differences between women and men and how they develop. DoAt the outset, we think it is important to highlight the distinction between theory and empirical evidence. In the pages that follow, we will describe many of the theories about the psychology of women and gender that have been proposed.
    [Show full text]
  • Psychologist- Psychoanalyst
    Psychologist- ψ Official Publication of Division 39 Psychoanalyst of the American Psychological Association Volume XXIV, No. 3 Summer 2004 FROM THE PRESIDENT JAINE DARWIN, PSYD nward and outward are one set of dynamic tensions for We continue to demonstrate the validity of our Ime when I think about psychoanalytic psychotherapy work and to make known the large body of outcome and psychoanalysis as I practice it today. Looking inward, research on psychoanalysis and psychoanalytic psycho- I want to understand for myself and for my patients how therapy as we assert our rightful spot as an evidenced based unconscious fantasy, conflicts, representations of self and practice. I wonder if a compilation of fMRI scans trumps a other contribute to who we are and how we think, feel and double blind study as evidence for efficacy. act. Looking outward I want to understand the sociocul- tural and sociopolitical elements that contribute to how we OUTREACH think feel and act. I would like to discuss two aspects in Ken Reich is a member of the Division 39 Outreach Com- this column, I plan to talk about the neuroscience research mittee and the President of the Psychoanalytic Couple and that is validating the psychoanalytic principles which guide Family Institute of New England and (PCFINE). He has my looking inward and about an exciting outreach program helped me become acquainted with this wonderful outreach where what we know about the intrapsychic aids a group project. PCFINE is affiliated with all three psychoana- dealing with the sociopolitical. lytic institutes in Boston (MIP, BPSI, PINE). PCFINE has launched an outreach program to offer pro bono services to NEUROSCIENCE members of National Guard and Reserve families many of Freud (1895), in his Project for a Scientific Psychology whom have family members serving in Iraq.
    [Show full text]
  • General Instructions for Preparation of the Faculty of Medicine Curriculum Vitae the Faculty of Medicine of Harvard University Format for the Curriculum Vitae
    General Instructions for Preparation of the Faculty of Medicine Curriculum Vitae The Faculty of Medicine of Harvard University Format for the Curriculum Vitae Date Prepared: April 2, 2017 Name: Nancy J Chodorow Office Address: 875 Massachusetts Avenue, Ste. 41-42 Cambridge, MA 02139 Home Address: 107 Auburn Street Cambridge, MA 02139 Work Phone: 617-354-1200 Work Email: [email protected] Work FAX: none Place of Birth: New York City, NY Education: 1966 A.B. Summa cum Social Relations/Social Anthropology Radcliffe-Harvard Laude Phi Beta Kappa, 1965 1966-1967 Graduate Study in Anthropology London School of Economics and Political Science 1967-1968 Department of Social Relations, Harvard University Graduate Study in Anthropology 1972, 1975 M.A., Ph.D. Department of Sociology Brandeis University Postdoctoral Training: 1984-1986 Postdoctoral Intern Department of Psychology University of California, Berkeley 1 1985-1993. Psychoanalytic Training San Francisco Graduation Psychoanalytic Institute 1993 Faculty Academic Appointments: 1973-1974 Instructor Women's Studies Wellesley College 1974-1986 Lecturer to Associate Sociology Department University of California, Professor Santa Cruz 1981-1986 Associate Research Psychology Department: University of California, Sociologist Institute of Personality Berkeley Assessment and Research 1986-1989 Assoc. Professor Sociology Department University of California, Berkeley 1986-2005 Affiliate Faculty (thesis Psychology Department University of California, director, thesis reader, QE Berkeley examiner)
    [Show full text]