Education and Psychology in Interaction - Working With Uncertainty in Interconnected Fields (Hardcover)

Contents:
1. Introduction
1.1 Rationale for the book 1.2 Ideological context, and social and political values 1.3 The focus 1.4 Themes and perspectives 1.5 Outline of chapter contents
2. Education as theory and practice: does it need a scientific basis?
2.1 Introduction 2.2 What is theory in education for? 2.3 Contributory or foundation disciplines? 2.4 Curriculum studies as a source of educational theory 2.5 Different kinds of educational theory 2.6 Role and nature of ideology 2.7 Psychological assumptions required by ideological positions in education 2.8 Meta-psychological assumptions and their links with educational ideologies 2.9 Teaching as art of applied science 2.10 Can teaching have a scientific basis? 2.11 A science of education and professional knowledge 2.12 Concluding comments
3. Psychology as a study of humanity or as a science
3.1 Introduction 3.2 Humanity versus science 3.3 Ideology and psychology 3.4 Professional versus academic psychologies 3.5 Historical aspects 3.6 Concepts of science applicable to psychology 3.7 Critiques of scientific psychology 3.8 Psychology as common sense 3.9 Philosophical ideas of psychology as science 3.10 Constructionist, realist and pragmatist views of psychology as science 3.11 Biological and evolutionary perspectives on psychology 3.12 Ways forward 3.13 Concluding comments
4. A special relationship?
4.1 Introduction 4.2 Historical perspectives 4.3 Critiques of educational psychology 4.4 Sociological and philosophical critiques 4.5 Current issues for educational psychologists 4.6 Current position of educational psychology in academic settings 4.7 The position of professional educational psychologists 4.8 Summary and concluding comments
5. Conclusion: a future based on recognising dilemmas and connective specialisation
5.1 Introduction 5.2 Summarising and developing the main points from the previous chapters 5.3 Social perspectives on the relationship between psychology and education 5.4 Psychology and education as divergent and connected fields 5.5 Epistemological and value co-existence: continuing tensions and implications 5.6 The distinctive contribution of educational psychology 5.7 Concluding comments