Attention, Commitment and Imagination in Educational Research: Open the Universe a Little More!

  • Stijn Mus
Part of the Educational Research book series (EDRE, volume 6)


In the preceding chapters, different angles were taken to illuminate the current appeal of psychology in education and educational research today. The different contributions of this book have spanned a wide range of psychological paradigms and subdisciplines, going from behaviourism and psychoanalysis over psychometrics, developmental psychology and educational psychology to present-day neurobiology. As a result, the attractions that have been identified are equally varied. While the extensiveness of the analysis that is offered provides a very rich picture, it is also prone to generate some conceptual confusion, which makes the jump to general, overarching conclusions particularly tricky. Nevertheless, it is possible to discern some broad lines and to identify some recurrent critiques which accompanied the examined attractions of psychology. In this chapter, Marc Depaepe1sets the scene under four headings:These headlines can be read as critiques on the features of certain psychological methodologies as they are exerted within the field of educational research, but they might equally be read as warnings for our evaluation of the attractions psychology seems to offer. As a general observation, psychology appears throughout the volume as a very adaptable social science, which seems to succeed particularly well to transform itself to its ‘host discipline’—one could say in this regard that psychology superimposes upon the ‘philosophy’ of disciplines it attaches itself to. Each of these metamorphoses, however, carries its own properties and troubles, some of which are present throughout the psychological discipline and others which are especially prominent in specific subdisciplines.


Large Hadron Collider Educational Psychology Educational Theory Rich Picture Scientific Creed 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Barthes, R. (1987). Criticism and truth. London: Continuum.Google Scholar
  2. Rushdie, S. (1991). Imaginary homelands. Essays and criticism 1981–1991. London: Granta Books.Google Scholar
  3. Smeyers, P., & Depaepe, M. (Eds.). (2012). Educational research: The attraction of psychology. Dordrecht, the Netherlands: Springer.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Department of Foundations of EducationGhent UniversityGhentBelgium

Personalised recommendations