Abstract
This first chapter provides an overview of the arguments about the so-called therapeutic turn in education. The key arguments are criticised against the background of recent developments in education generally and post-school education and training in particular. It is concluded that the main thrust of the challenge is misleading and incomplete. Not only has there not been a significant therapeutic return to affective goals in education, but recent policy trends concentrating on skills, competences and employability objectives urgently require such a transformation. Critics of the therapeutic turn offer a severely diminished conception of learning and education by overly emphasising cognitive ends at the expense of emotional, social and personal development.
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Hyland, T. (2011). The Therapeutic Turn in Education. In: Mindfulness and Learning. Lifelong Learning Book Series, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1911-8_1
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