Educational Psychology: A Future Retrospective

Autor/in	Harris, Karen R.
Titel	Educational Psychology: A Future Retrospective
Quelle	In: Journal of Educational Psychology, 110 (2018) 2, S.163-173 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000267
Schlagwörter	Educational Psychology; Educational Trends; Trend Analysis; Interdisciplinary Approach; Evidence Based Practice; Educational Theories; Systems Approach; Models; Psychologists; Counselor Role; Qualifications; Social Justice; Adoption (Ideas) + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Bildungsentwicklung; Trendanalyse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Educational theory; Theory of education; Bildungstheorie; Systemischer Ansatz; Analogiemodell; Psychologist; Psychologe; Psychologin; Qualifikation; Qualifikationsstufe; Soziale Gerechtigkeit; Ideas; Ideenfindung
Abstract	In my response to Alexander's (2018) paper marking the 125th anniversary of the American Psychological Association and the field of educational psychology, I have taken the perspective of a member of our discipline from some time in the future who is contributing to a larger work looking back at the history and development of our field (thus, a "future retrospective"). As this "future author," I focus on Alexander's (2018) article and selected developments in our field and more broadly since 2018. Two of the five thematic areas of influence that had established an enduring legacy for the field identified by Alexander are the primary focus: (a) interdisciplinary and cross-disciplinary inquiry and (b) evidence-based practice (EBP). The concepts of theoretical integration and theoretical integrationists are discussed in relation to these themes. Early barriers to interdisciplinary approaches, including paradigm wars and a proliferation of false dichotomies, are noted. The emergence of complexity sciences and a complex systems framework for understanding learning and development is discussed, leading to deeper understanding of the unique social and historical context that shaped and informed our work in the second decade of the 21st-century, as well as the multifaceted context we work within today. Given the interwoven nature of the five thematic areas identified by Alexander, however, aspects of the other thematic areas and Alexander's thoughts on the future of educational psychology are also encountered. I concur with Alexander in hoping that her paper and the responses to it generate discussion. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01