Coming to Know

<p>First published in 1980 <i>Coming to Know </i>offers an account which runs counter to orthodox educational psychology in which learning and knowledge are reified emotional aspects are excluded the personal-social situation of the learner is ignored and the created character of knowledge with all its social and political ramifications is denied. This collection of work explores personal knowing in a wide range of activities from children's classroom adjustment through student learning as a social practice to women's perceptions of themselves. It argues that the processes of learning and knowing are not divorced from the learner as a person. Broadly humanistic in its approach <i>Coming to Know</i> provides a welcome counterbalance to the scientific theory of learning. This book is an essential read for scholars and researchers of educational psychology and also for teachers and educationists. </p>