The Crisis of Educational Psychology: Its Challenge and Positioning

doi:10.16382/j.cnki.1000-5560.2022.11.002

Abstract

Abstract:

Educational psychology as a branch of psychology has a history of more than one hundred years. However, it is still very young as an independent discipline. Internally, it lacks central concerns of its own, a coherent conceptual system, and a distinct methodology. Externally, it faces new challenges brought up by the increasing division of disciplines. In the context of the 21^st century, it is increasingly difficult to view educational psychology as a sub-discipline of psychology and ignore its nature as “design science” and “human science”. Repositioning educational psychology entails distinguishing itself from other psychological sciences by establishing distinct central concerns, especially by re-examining its epistemology and methodology. The traditional logic of mechanical reductionism has to be replaced by an organismic logic of emergence that is based on the plasticity, openness, choice, and growth of human beings. At the same time, educational psychology has to draw inspiration from “design science” in its exploration of possibilities and optimality of learning and growth, while psychological and behavioral evidence provides the viability and constraints for such practices.

Key words: educational psychology, natural science vs. design science, reductionism vs. emergentism, aims of education, developmental diversity

Yun Dai David. The Crisis of Educational Psychology: Its Challenge and Positioning[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(11): 4-24.

Figures/Tables 2

References 0

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研究目标取向	教育心理学	学习科学
学习者的本质	学习者的生物和社会本质	学习者对社会文化形态的参与和建构
学习的文化认同	学习在不同人群个体中的异质性	学习在学习共同体中的同质性
学习动机	学习动机的个人性和可还原性	人与世界的关系、意义和价值认同
知识形态	知识习得取决于个体的认知水平	知识建构取决于有效参与
高阶思维的来源	源于知识习得之上的努力	源于知识本身的追寻和主体间互动
学习的有效途径	个体的认知水平和动机水平	学习共同体的形成和优化

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