Education and Psychology in Interaction: Working With Uncertainty in Interconnected Fields

by Norwich; Brahm

• ISBN13: 9780415224314
• ISBN10: 0415224314
• Format: Hardcover
• Copyright: 2000-04-07
• Publisher: RoutledgeFalmer

Summary

This book takes an in-depth look at how education and psychology have related to and continue to relate to each other. Through thorough analysis of the ideological, historical, social and professional contexts of this interaction, the author develops the theme that, despite basic differences in aims, the fields are interconnected.

Table of Contents

List of tables and figures	vii
Preface	viii
Introduction	1	(20)
Rationale of this book	1	(5)
Ideological context and social and political values	6	(4)
The focus	10	(1)
Themes and perspectives	11	(8)
Outline of chapter contents	19	(2)
Education as theory and practice: does it need a scientific basis?	21	(47)
Introduction	21	(1)
What is theory in education for?	22	(1)
Contributory or foundation disciplines?	23	(2)
Curriculum studies as a source of educational theory	25	(3)
Different kinds of educational theory	28	(5)
Role and nature of ideology	33	(4)
Psychological assumptions required by ideological positions in education	37	(6)
Meta-psychological assumptions and their links with educational ideologies	43	(7)
Teaching: art or applied science?	50	(6)
Can teaching have a scientific basis?	56	(7)
A science of education and professional knowledge	63	(1)
Concluding comments	64	(4)
Psychology: study of humanity or science?	68	(60)
Introduction	68	(3)
Humanity versus science	71	(3)
Ideology and psychology	74	(3)
Professional versus academic psychologies	77	(3)
Historical aspects	80	(5)
Concepts of science applicable to psychology	85	(3)
Critiques of scientific psychology	88	(7)
Psychology as common sense	95	(3)
Philosophical ideas of psychology as science	98	(4)
Constructionist, realist and pragmatist views of psychology as a science	102	(4)
Biological and evolutionary perspectives on psychology	106	(7)
Ways forward	113	(10)
Concluding comments	123	(5)
A special relationship?	128	(71)
Introduction	128	(4)
Historical perspectives	132	(8)
Critiques of educational psychology	140	(4)
Sociological and philosophical critiques	144	(10)
Current issues for educational psychologists	154	(9)
The current position of educational psychology in academic settings	163	(11)
The position of professional educational psychologists	174	(16)
Summary and concluding comments	190	(9)
Conclusion: a future based on recognising dilemmas and connective specialisation	199	(39)
Introduction	199	(1)
Summarising and developing the main points from previous chapters	200	(11)
Social perspectives on the relationship between psychology and education	211	(5)
Psychology and education as divergent and interconnected fields	216	(3)
Epistemological and value co-existence: continuing tensions and implications	219	(9)
The distinctive contribution of educational psychology	228	(8)
Concluding comments	236	(2)
References	238	(12)
Index	250