VOLUME 3(2) • 2015
PHILOSOPHY AND PEDAGOGY OF EDUCATIONAL PSYCHOLOGY
ABSTRACT. Educational psychology has its origins in philosophy, and like other disciplines, it has its own structure, focal points and research interests. This special issue explores the epistemological basis of educational psychology as eclectic, yet reflecting the philosophical nature of enquiry. ..
ANALYZING HISTORICAL PATTERNS, EXAMINING CURRENT TRENDS, AND FORECASTING CHANGE IN THE FIELD OF EDUCATIONAL PSYCHOLOGY: A CROSS-CULTURAL PERSPECTIVE
ABSTRACT. Educational psychologists are individuals for whom the application of psychological principles to educational problems is the focus of their professional lives. While several examinations of the history of educational psychology have been published, the differing developmental trajectory o..
CLASS CULTURES, SOCIALIZATION, AND THE SCHOOL: THE UNIVERSITY OF CHICAGO’S COMMITTEE ON HUMAN DEVELOPMENT AND THE FIGHT FOR EDUCATIONAL EQUITY, 1940–51
ABSTRACT. In 1940, a “critical mass” of variously trained scholars collaborated as part of the University of Chicago’s Committee on Human Development (CHD) and conducted pioneering interdisciplinary research that put education at the center (Havighurst, n.d.b, p. 9.14). The four most important figur..
USING SELF-REGULATED LEARNING TO REFLECT ON THE CRITICAL COMMITMENTS IN EDUCATIONAL PSYCHOLOGY
ABSTRACT. Although the parent field of psychology has made strides in integrating critical perspectives, educational psychology is lagging behind. This claim is illustrated by using a critical educational psychology framework to analyze self-regulated learning. The framework includes three themes: p..
EDUCATION, PSYCHOLOGY AND CULTURE: TOWARDS SYNERGETIC PRACTICES
ABSTRACT. For many years conventional educational psychology has not served Indigenous students well. What was once considered fair and just may no longer be deemed appropriate. Recent developments continue to reshape educational psychology in Aotearoa New Zealand, and while much can be applauded, c..
READING FREUD TODAY FOR THE DESTINY OF A PSYCHOLOGY OF EDUCATION
ABSTRACT. As Freud argued that the practices of education might represent an important future for psychoanalysis beyond the clinic, he also proposed a psycho- analytic paradox with such a future: the educator’s obligation to inhibit the drives while having to lean on them. This essay elaborates a co..
FROM PUNISHMENT TO PUNCTUATION: THE PRIMAL SCENE AND THE PEDAGOGY OF PSYCHOANALYSIS
ABSTRACT. It may seem surprising, to some readers, to find an article about psychoanalysis in an issue of Knowledge Cultures devoted to educational psychology. But given the theme of this special issue, it seems appropriate to review the argument made by Wilma Bucci (2000): psychoanalysis, like mode..
THE DANGERS OF COMPASSION: THE POSITIONING OF REFUGEE STUDENTS IN POLICY AND EDUCATION RESEARCH AND IMPLICATIONS FOR TEACHER EDUCATION
ABSTRACT. This article considers timely effects of globalization on the American educational system, particularly as social science researchers attempt to “know” students from a variety of cultural backgrounds and migration journeys. This article locates its inquiry in discourse on refugees and cons..
PSY-DISCIPLINARY COGS IN THE TEACHER EDUCATION MACHINE
ABSTRACT. In his book Discipline and Punish Foucault (1977) offered the notion of the “psy- disciplines,” as a collective term for psychology, psychiatry, psycho- analysis, and psychotherapies, and described how they became entangled in new forms of “governing at a distance” during the 19th century...
THE ETHICS OF EDUCATION FOR/OF GIFTED CHILDREN: THE CENTRAL EUROPEAN PERSPECTIVE
ABSTRACT. Giftedness in Central Europe is understood as a highly positive human characteristic, and its appraisal in individual cases is very sensitive. Identification of a child’s giftedness has an impact not only on the child, but also on the whole family. At the same time, a child’s giftedness is..
TEACHING RELATIONSHIPS: BROADENING UNDERSTANDINGS THROUGH THE SOCIAL PSYCHOLOGY OF THE CLASSROOM
ABSTRACT. Educational psychology has contributed to understandings of effective pedagogical practices. Despite this knowledge, student achievement has not improved markedly. This may be because researchers have not conveyed empirical findings to teachers, to teacher education programs not educating ..
EDUCATIONAL PSYCHOLOGY, NEUROSCIENCE AND LESSON STUDY: TRANSLATING RESEARCH KNOWLEDGE INTO PRACTICE REQUIRES TEACHER RESEARCH
ABSTRACT. This paper argues that the historical and current translation of educational, psychological and neuroscience research into teaching has not fulfilled its promise because of insufficient focus on previous educational ideas about developing a theory of teaching and on lessons as sites for te..