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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition


Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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29. Personal and Social Relations in Education


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Personal and Social Relations in Education

Barbara Thayer-Bacon

The term relation is ambiguous. Relation signifies the existential connections, a dynamic and functional interaction; it also signifies the logical relationships of terms. We speak of the overlapping and interconnecting of concepts and meanings, and we describe how things affect each other ontologically. Relationships can be personal, one-on-one exchanges as between a teacher and a student, a parent and a child, or between two lovers. We also use the term relational in a general manner, to describe social relationships between citizens and their country, or the relationship of men and women. We speak of relations in terms of kinship, and we say we can relate to someone else, meaning we feel sympathy toward that person or we can compare our experiences to the other. The plural use of the term relation, is even used to mean sexual intercourse. Given all the different ways we use this term, relations has a common theme of “connection” to others, which is what I want it to signify. I find it an advantage, not a disadvantage, that relation means connections in so many ways. My hope is that its many uses will remind us of the transactional nature of knowing (in the Deweyan sense of the term).1

For my contribution to this book I would like to explore some of the important implications of a relational approach to knowing for...

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