内容

目次

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