Educational Psychology—Limitations and Possibilities

988 Index
Meaning: interpretation of,
714–15; perspective, 355–56;
social dimensions of, 526– 27
Meaningful relationships, 343
The Meaning of Truth (James),
128
Meaning schemes, 355
Measurement: assessment v.,
819; of human intelligence,
226; knowledge, 818;
movement, 228; nature of,
816–17; standards foundation
for, 819–20
Mechanical system, 514
Mechanism, 12–13
Mechanistic educational
psychology, 882–83; CPM of,
17–18; educational approach
of, 511; education undermined
by, 515–16; naïve realism
accepted by, 15; positivistic
methodology used by, 933;
reductionistic framework of,
943–44; social regulation
from, 7–9; sociopolitical
issues ignored by, 941
Mechanistic metaphor, 9
Mechanistic paradigm, 7–9
Mechanistic psychology:
consciousness irrelevant
dismissed by, 36; critical
ontology freeing ourselves
from, 859–60; deficit model
and, 18–19; human meaning
lacking in, 13; naïve realism
and, 10–11; recovery role of,
19–20; as regressive ideology,
35
Mechanistic reductionism, 5
Mechanistic tradition, 3–4, 6,
9–10
Media: coverage, 403; current
event interpretations of, 335;
fragments of, 762–63;
poverty-negative
representations through, 248;
withholding information, 407
Media Culture (Kellner), 954
Mediated agency: activity
settings in, 382–83; in
communities of difference,
381–82; consciousness social
dimensions in, 377–78
Mediated human development,
383
Mediated images, 765–66
Mediated representations, 765
Mediating artifacts, 784
Medical model, 408
Medications, 98–99
Meditation, 319
Meehl, Paul E., 43
Melody, June, 248
Memmi, Albert, 657
Memory: as archeological
genealogy, 588; blood, 659;
body/spirit separate from, 585;
computer compared to, 588,
593, 596–97; counter, 589–90;
educational psychology
studying, 586–89; history
recorded by, 592; impaired,
598; in information
processing, 594–95; in
learning, 584–86, 593–94; in
postmodernism, 589–90;
psychological phenomenon of,
597–98; public, 599–600;
teaching/learning and,
584–86; traditional theory of,
589; visual, 60
Men, 91
Men Are from Mars, Women Are
from Venus (Gray), 92
Mental development, 386
Mental functions, 932
Mental health, 296
Mental illness, 602
Mentalist reflection, 532–33
Mental mechanism model, 807–8
Mental models, 268
Mental process, 386
Mental testing, 223
Merleau-Ponty, Maurice, 719
Merrill, David, 44
Merrill, James, 318
Merwin, W. S., 319
Metacognition, 545, 546, 829
Metacognitive awareness, 740
Metacomponents, 207
Meta-narratives, 455, 462,
911–12
Metaphorical cognition, 929
Metaphors: beliefs/practices
examined through, 275;
creative perception facilitated
by, 610; languages nonliteral
use as, 501; study group, 278
Metatheories, 263
Method in History (Mace), 926
Methodological strategies, 945
Methodologies: action research,
489–90; in educational
research, 500;
qualitative/quantitative
research, 489
Mezirow, J, 355, 358, 362
MI. See Multiple intelligence
Micro-perspective, 559–61,
563–64
Middle ages, 605
Mill, James, 806, 807
Mill, John Stuart, 187, 807
Mind, 626–27;
biological/cultural
environments and, 386; as
computer, 917–18; cultures
interrelationship with, 933;
Descartes and, 806–7;
dualism, 532–33, 585;
educational psychology’s
potential of, 619–20; enactive
framework and, 479;
interacting parts in, 866;
location of, 601–2;
nominalism walling-off,
604–5; unconscious, 623
Mind–body dualism, 532–33,
585
Mindfulness, 413–14, 416
Mindfunk, 705, 707
Mind in Society (Vygotsky), 150,
542
Mind-in-the-world theorists, 602
Minorities: communications of,
severely regulated, 653–54;
psychometric testing and, 902;
in school system, 651–52
Miró, Juan, 315
Mirror concept, 137
Mission statements, schools,
291
Model of intelligence, 208
Modernism: in education,
432–33, 774; human
development inherent of,
432
Modernist education, 779
Modernistic thinking, 441