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En s'appuyant sur une dizaine d'études expérimentales, les auteurs analysent le processus de l'influence sociale dans le développement des connaissances. Ils insistent sur les facteurs qui ont des effets délétères en particulier lorsque les interactions sociales introduisent des menaces sur l'identité personnelle et l'estime de soi.

Social influence --- Learning, Psychology of --- Social learning --- Influence sociale --- Psychologie de l'apprentissage --- Apprentissage social

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Learning the City critically examines the relationship between knowledge, learning, and urbanism. It argues both for the centrality of learning for political strategies and for a resurgence of learning that represents a critical opportunity to develop a progressive international urbanism. The author combines the result of his fieldwork conducted in Mumbai and other regions with a synthesis of the most current theoretical research on knowledge, space, and materiality to show how learning should be viewed as central to the production and politics of cities. In doing so, he deploys the analytic of assemblage to explain the complex processes through which knowledge and learning enable and limit various forms of urbanism. This groundbreaking work examines learning as a practice, explores learning as tactics, and reveals how learning is intrinsic to the shape of political imaginaries, strategies, and contestations. A critical discussion of the types of learning environments that may facilitate more socially just urbanisms is also included. Provocative, timely, and fraught with scholarly rigor, Learning the City offers invaluable insights into the role of learning in urban developmental studies. (Source : Copac)

Urbanization --- Social learning. --- Social epistemology. --- Urbanisation --- Apprentissage social --- Epistémologie sociale --- Social aspects. --- Aspect social --- Epistémologie sociale

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Social learning --- Apprentissage social --- Sociological theories --- Behavior --- Learning --- Social Behavior --- Learning, Psychology of --- Socialization --- Psychology --- Psychologie --- Communication interpersonnelle --- Interpersonal relations --- Social adjustment --- Social behavior

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As interest grows in theories of lifelong learning not only across society but also as an area of serious academic study, the need has arisen for a thorough and critical study of the phenomenon. This distillation of the work of renowned writer Peter Jarvis addresses this need, looking at the processes involved in human learning from birth to old age and moving the field on from previous unsystematic and mainly psychological studies. Instead, Jarvis argues that learning is existential, and so its study must be complex and interdisciplinary.The result is a giant step towards building a complete and integrated theory of how humans learn, taking account of existing theories to see if they can be reconciled with a more complex model. Applying his expert analytical approach to this wide-ranging topic, Jarvis looks in detail at:learning in the social contextthe transformation of experiencethe outcomes of learninglearning and actioncognitive theoriesemotions and learningexperiential learning.

Learning. --- Learning, Psychology of. --- Social learning. --- Experiential learning. --- Continuing education. --- Apprentissage --- Psychologie de l'apprentissage --- Apprentissage social --- Apprentissage expérentiel --- Education permanente

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Ce livre est consacré à certaines formes de prise en charge réalisées auprès de personnes (enfants, adolescents, adultes) manifestant des difficultés d'intégration sociale en lien avec des difficultés d'ordre psychologique. Des institutions construites en dérivation par rapport au modèle traditionnel de l'internat accueillent ces personnes et leur offrent, à côté de traitements spécifiques, un milieu de vie dans lequel elles côtoient des professionnels éducateurs ou soignants qui partagent avec elles le quotidien ou l'ordinaire de la vie. Chez les personnes accueillies, cette " présence proche " a des effets importants de changement psychologique quand elle est l'objet d'un travail d'approfondissement clinique qui en dévoile les enjeux, les avatars, et les tâtonnements. La métaphore du " corridor " désigne ces espaces-temps ambigus au sein desquels se déploient, sous une apparente banalité, des échanges complexes qui permettent une reconstruction du lien social.

Enfants inadaptés. --- Éducateurs spécialisés. --- Enfants --- Enfants --- Troubles mentaux. --- Travailleurs sociaux. --- Apprentissage social. --- Pratique professionnelle institutionnelle. --- Psychologie. --- Soins en institutions. --- Psychologie clinique.