Educational Psychology—Limitations and Possibilities

922 The Praeger Handbook of Education and Psychology
and inclusion instead of exclusion. The motion is understood to take place on a continuum so
that the ideal is never achieved, but always remains in sight. And how does all of this influence
educational psychology? Keep in mind the contrast between Figures 105.1 and 105.2 and the
greater complexity of Figure 105.3. An epistemology that acknowledges multilogicality can
become a tool that aids in a study of teaching and learning for the twenty-first century.
REFERENCES
Bruner, J. (1996). The Culture of Education. Cambridge: Harvard University Press.
Kincheloe, J. L. (2001). Getting Beyond the Facts: Teaching Social Studies/Social Sciences in the Twenty-first
Century (2nd ed.). New York: Peter Lang.
Kincheloe, J. L. (2003). Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment (2nd ed.).
New York: Routledge Falmer.
Kincheloe, J. L., Steinberg S. R., and Tippens, D. J. (1999). The Stigma of Genius: Einstein Consciousness
and Education. New York: Peter Lang.