The Self in Schooling: Theory and Practice – How to Create Happy, Healthy, Flourishing Children in the 21st Century presents a new interdisciplinary educational theory that combines the latest psychological, educational, and well-being research. This theory addresses the psychological and physical well-being of our children in today’s society, and can be applied to classroom practice, curricula and educational policy.
The mental and physical health of our children is bad and getting worse, and we need to teach children a new kind of mind, a psychology of the self that is able to handle the myriad of 21st century challenges. Schools and schooling, teaching and learning, need to transform to impart this new mind, focusing first on the mental and physical health of children.
The research presented in this book makes a compelling case: we must truly personalize the learning for all individuals through K-16 schooling. This work references the most recent research in positive psychology, educational psychology, and mind, brain and education, and makes it accessible for scholars, practitioners, students, and parents. The practice section of this book provides real-world examples that can be immediately applied to help children flourish.
Dr. Brzycki paints a brand new picture of education. This new relationship between psychology and education is nothing less than an entirely new lens through which to view the psychology of youth, schools, teaching and learning, and the well-being of children. Dr. Brzycki inspires hope for impacting the tragic mental and physical well-being issues so prominent and troubling in our time. He shares insights and experiences learned over his distinguished counseling and teaching career and offers a breakthrough model for transforming people’s lives, counseling best practices, teaching and learning best practices, and our society.
Paperback | $34.95 | 250 pages | ISBN: 978-0-9887161-0-0 | eBooks | $24.50 | Nook: 978-0-9887161-1-7 |
Kindle: 978-0-9887161-3-1 | Apple: 978-0-9887161-2-4
Awarded the American Counseling Association’s (ACA) “recommended new books for members” distinction!
From a noted positive psychology and well-being scholar and professor:
Dr. Henry Brzycki is clearly an educator’s educator, integrating vast amounts of information to advance the processes involved in maximizing each person’s wellbeing through contextualizing and making relevant the experiences and events of formal education. His book, The Self in Schooling: Theory and Practice – How to Create Happy, Healthy, Flourishing Children in the 21st Century (2013), is a high-level tour de force of the currently available information on the brain, cognition, social influences, and emotion and how each addresses and tries to measure what is occurring in educational processes. Then too, he takes to task the lack of updating in public education, from the 19th Century’s emphasis of training students to become just cogs in industrial machines, to the 21 Century realization of each person’s right, including students, to become their unique socially contributing self.
Dr. Brzycki’s novel concept of the iSelf uses 21st Century terminology for terms earlier introduced to convey less comprehensive concepts such as soul, reality-oriented ego, and mind. However, his iSelf emerges from the interaction of current scientific information about the direct influence by emotions, both positive and negative, upon cognitive functioning. These emotions, in turn, are based upon personal relevancy and meaningfulness and are the controlling switch by which effective learning takes place or not. A positive emotional approach facilitates a sense of wellbeing that, in turn, enhances a willingness to learn. The outcome, in turn, promotes a greater sense of wellbeing and less reason for persons to engage in self-destructive behaviors. These senseless acts include addictions, cutting, vandalism, and the current developing insensitivity to others, shown by increasing acts of juvenile cruelty and brutality face-to-face and through electronic social media.
There is too much good information in this book for a cursory single reading. The issues and implications are many. Time for thoughtful reflection on what can be done will surely lead to thoughtful discussions on policy changes in public education for the wellbeing of society in general and for each iSelf.
Frederick M. Brown, Ph.D.
Associate Professor & Director, Human Performance Rhythms Laboratory
The Pennsylvania State University – University Park
Department of Psychology – Cognitive and Wellness