The psychoanalytic view of teaching and learning, 1922–2002

The Role of Unconscious Awareness of Teachers within Teacher-child Relationship

“…The most important difference between active learning and rote memory is attributing emotions to the learned subject and constructing an emotional tie with the subject (Youell, 2015). Learning is a passionate occupation that the individual attaches emotionally to the subject (Mayes, 2009). The teacher should consider psychological dynamics for all students instead of just children with learning disabilities or emotional hardships.…”

“…Pack (2012) argues that an effort which denies the reality of the self conduce dilemmas that hinder learning. Mayes (2009) emphasizes the importance of giving attention to psychological processes as well as learning and teaching activities. When the teachers are endowed with a sufficient psychological education, even experiencing psychoanalysis, they not only transmit knowledge but provide corrective experiences in which children get an emotional benefit of the knowledge.…”

“…Unconscious and unresolved prejudices are reflected on students and reveal the dynamics of the teacher's relationship with authority (Price, 2006). According to Mayes (2009), a student who is frequently beaten by her father may have difficulty in learning about middle age tortures or the treatment of slaves in history class. In this case, the teacher may perceive the student as a lazy person who is reluctant to do her homework.…”

“…One of the best indicators of trauma is memory loss of the student (Tieman, 2013). To understand the process of internalizing knowledge, the teacher should understand the deep inner feelings of students (fears for example), mental power and how they react to disappointments (Mayes, 2009). …”

Multicultural education as an emotional situation: practice encountering the unexpected in teacher education

“…Hence, teachers' emotional world influences their identification and relationship with students and curriculum; thus, teachers' emotional dynamic largely shapes the conditions of learning. In this regard, Cohler (1989) and Mayes (2009) have noted that the teacherstudent relationship becomes subjective curriculum, which in turn becomes a foundation for students' learning or lack thereof. Given such premises, the foregoing questions become worth considering in critical multicultural pedagogies because engaging in critical and difficult dialogue with a long-term potential to shift students' consciousness is at least partially dependent on teachers' emotional states.…”