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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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43. Doing Restorative Practices Justice: Questioning the Psychology of Affect Theory


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Doing Restorative Practices Justice

Questioning the Psychology of Affect Theory

Tim Corcoran

We need to insist that perpetrators of crime are moral subjects striving reflexively to give meaning to their actions before, during and after the crime. This requires theories that operate with a broader conception of practical and discursive consciousness and moral agency—theories that do justice to the feelings of the offender, the normative meanings that law-breakers attribute to their own behaviour and the social and cultural contexts within which such meanings are activated (De Haan & Loader, 2002, pp. 245–6).


Increased utilisation of restorative justice practices in Western contemporary societies has attracted academic attention and in particular disciplinary interest has focused on how to explain such processes from psychological perspectives. To date these have involved both psychosocial and biological explanations with the most common alignment engaging Affect Theory (Nathanson, 1992; Tomkins, 1963). The difficulties I experience with this particular explanation echo William James’ warning: ‘The only images intrinsically important are the halting-places, the substantive conclusions, provisional or final, of the thought’ (1892/2000, p. 186; emphasis in original). My belief is that Affect Theory is a theoretical system established on a philosophy incongruent with the reported aims and purposes of the restorative practices themselves and such dissonance requires direct and immediate critical attention. In this chapter I will address this concern in four steps. First,...

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