Educational Psychology—Limitations and Possibilities

974 Index
Cole, Michael, 150, 375, 386,
522, 782
Cole, Willie, 843
Collaborative learning, 292,
795
Collective activity discussions,
535
College component, 700
Colonial assumptions, 656
Colonial conquerors, 886
Colonial states, 657
Colonized people, 19–20
Committee of Ten, 111
Common sense, 401, 479
Communality, 577
Communal work, 395
Communications: attention
exhibited in, 723; classrooms
meaningful, 794; as
deterministic, 480; dialogic,
758; gaining/maintaining turns
at, 722–23; Greek meaning of,
799; of minorities regulated,
653–54; situated cognition in,
724–25; teacher/student
disconnection of, 794, 801;
teaching/learning disconnect
of, 795
Communicative action theory,
105
Communicative conception, 548,
550–51
Communicative dynamics, 766
Communicative intelligence, 553
Communicative learning, 355,
357
Communicative modality, 758
Communities: barriers in, 349;
classroom extended into,
838–39; classrooms and, 734;
consensus in, 524; cultural
exchanges in, 657; direct fields
of influence in, 739; identity
of, 377; involvement in, 695;
learning opportunities in, 351;
learning supported by,
393–94; liberation of, 346;
oppression in, 344–45;
psychology and, 6–7; wellness
of, 343; white supremacy
culture and, 121–22
Communities of difference,
381–82
Communities of Practice:
Learning, Meaning and
Identity (Wenger), 542
Community of learners, 795–96
Community of practice, 148,
282, 482, 546, 734; ESD and,
729; identity commensurate
with, 382; knowledge
acquisition in, 543; for
professional development,
278–79; project-based
learning in, 151–52; social
system design intersected by,
732
Comparative brain approach,
615–16
Comparative psychology,
253–54, 257–58
Compassion, 415, 416
Complete act of thought (CAT),
72
Complex, 449–50
Complex adaptive systems, 535,
536, 539
Complex cognition, 28–30
Complex interrelated actions,
783–84
Complexity science, 472; diverse
fields creating, 463–64;
knowledge systems in, 465;
social sciences research and,
464–65; transdisciplinary
attitude in, 469
Complexity theory, 12, 39,
945–49; binding relationships
in, 535–36; multiple forces in,
516–17; teaching, 471;
transformational seeds
generated in, 537–38
Complex phenomena: as
emergent, 463; as structure
determined, 463
Complex relationships, 542–43
Computer, 917–18; brain
analogy as, 596–97; memory
compared to, 588, 593, 596–97
Computer gestalt, 476
Computer technology, 242–43
Comte, Auguste, 441
Concepts of self, 395
Conceptual divergences, 267–68
Conceptual education, 328
Conceptual maps, 955–59
Conditioned response/reflex,
185–87
Conditioning response, 186
Conditioning theory, 188–89
Confidentiality, 493
Confirmed Negativity Condition
(CNC), 403
Conflicts, 537, 799–800
Conscience, 633
Conscientization, 352
Consciousness: approaches to,
26; cultures interrelationship
with, 845; of human beings,
156; mechanistic psychology
dismissal of, 36;
phenomenological approach
constructed by, 517;
postformalism and, 30–32; of
self, 637, 888–89;
self-reflective, 730; social
dimensions of, 377–78
Conscious reflexivity, 742
Conservative counterreaction, 20
Conservatives, 504–5
Constructed knower, 683
Constructivism, 282, 294;
assessing results of, 289–91;
biological body concern of,
468–69; classroom practices
of, 277–78, 284–87;
educational psychology
approaches of, 76, 266–69;
four-part approach to, 276;
immersion/distancing
principles of, 278; knowledge
in, 266, 490–91, 504, 507,
567, 603–4; learner principles
of, 272; social collaborations
in, 566–67; student
understanding in, 746; three
forms of, 362; unity/diversity
in, 264–66
Constructivist conception, 550
Constructivist epistemology,
21–22
Constructivist metatheory,
263–64
Constructivist perspective,
361–63
Constructivist theory, 468;
engaged learning practices
and, 283–84; learners active
participants in, 193–94