The concern of the contributors is primarily with the reasons why educational psychology has lost touch with its philosophical roots. Educational psychology, as J. Rosiek pointed out, was eclectic, "experimental" in the broad sense of exploration and innovation. American philosophy of education, which although never monolithically pragmatist certainly had a clear sense of itself and its worth during Dewey's reign, followed the opposite trajectory. The boundaries of radical innovation remain largely undetermined, and so these new technologies provide greater latitude to an experimentalism that is both open and grounded, both creative and imaginary and related to what theory tells about how learning takes place. It is a space where educational philosophy and educational psychology can collaborate and are collaborating.
ASJC Scopus subject areas
- Social Sciences(all)