Educational Psychology—Limitations and Possibilities

978 Index
Dominant culture (cont.)
disengaging from, 687; in
school system, 651–52;
student relationship with, 30,
687
Dominant ideology, 323
Domination, 162–63, 344, 505
Donald, D., 372
Dostoevsky, Fyodor, 315
Do the Right Thing (film), 840
Douglas, Delia, 21
Douglas, Frederick, 842
Downs, Hugh, 402
Doyle-Wood, Stanley, 18, 20,
31
Dramatic improvisations, 296
The Dream Book (Freud), 633
The Dreamkeepers
(Ladson-Billings), 143
Dream life, 633
Dreams, 316
Dual code theory, 595
Dualism, 890; body-mind,
532–33, 585; Cartesian,
439–40, 585, 860; in
childhood, 646; of CNB, 917;
developmental principles
framed as, 434; in human
development, 431; technical
rationality with, 442
Dubois, W.E.B., 124, 842,
878
Dubuffet, Jean, 315
Duchamp, Marcel, 880
Durham, Jimmy, 843
Durkheim, Emile, 820
Durr, Virginia, 965
Dyer, Wayne, 319
Dylan, Bob, 851
Dynamic methodology, 500
Eating disorders: children’s
condition of, 408; news
program on, 402–3; public
interest of, 400–401; treatment
approaches to, 405
Ebbinghaus, Hermann, 652, 808
Ecofeminism, 466
Ecological attitude, 472
Ecology, 472; humanities role in,
465–66; relationships studied
in, 465–67
Economic recession, 647
Economic systems, 878
Ecopsychology, 466
Ecospiritual movements, 466,
467
Educating Psyche: Emotion,
Imagination and the
Unconscious in Learning
(Neville), 623, 627
Educating the Reflective
Practitioner (Schon), 542
Education: anticolonial
discursive framework and,
651; anti-oppressive, 802;
apartheid influencing, 365–70,
372–73; approaches to, 511;
assessment needed in, 822;
banking method of, 103, 191;
children’s needs understood
for, 171; community
consensus in, 524;
conservative control of,
504–5; critical constructivism
in, 855–57; critical theory
reconceptualizing, 444;
critical thinking and, 829–30;
decisions, 337; democracy in,
801; developmental
psychology in, 770; didactic
function of, 842–43; different
orientations to, 449–50;
discourse, 812; diversity in,
509, 522, 674, 795–98;
economic recession impacting,
647; epistemological
framework in, 511–12; equity
of learning in, 180; excitement
lost for, 805–6; experiences,
960; federal legislation
impacting, 961; forums, 752;
government regulation of,
962; hidden curriculum in,
798; history, 923–24;
institutions of, 145; lifelong
learning goal of, 832–33;
mechanistic educational
psychology undermining,
515–16; models for, 803;
modernism in, 432–33, 774;
money spent on, 187; morality
aim of, 179–80; movement,
769–70; North America
changing, 652; objective
redefined in, 519–20; ongoing
dialogue about, 751–52;
organizational frame for, 70;
parents involvement in, 778;
philosophy/psychology in,
451; in pluralistic societies,
656–57; political/ideological
purposes in, 451–52; political
projects converging with, 645;
postformalism
reconceptualizing, 913–14;
power relations changing in,
746–47; processes in, 357;
professions in, 810;
progressive influence in,
441–42; progressive principles
for, 70–73; psyche in, 630–31;
psychoanalysis assisting, 635;
psychological principles of,
226; psychology and, 627;
public state-controlled
centralized, 811;
reconceptualization of,
827–33; reform of, 190–91;
regulatory power shaping, 8;
school v., 850; scientific
approach to, 68; social control
from, 126–27; in social policy,
648–49; social/psychological
context of, 741; as society’s
lifeblood, 72–73; society
transformed by, 527–28; soul
reincorporated into, 847–48;
spiritual nature of, 961;
structures in, 749;
student-directed learning in,
200; teacher/student
dissatisfaction with, 796;
testing of, 810; test
measurements in, 814–15;
theoretical approaches in, 517;
theories of, 748;
transformative force of, 518;
United Kingdom girls’, 647;
Western science influencing,
513–14; “What could be”
questions changing, 178. See
also Dance education; Formal
education; Public education;
Vocational education; Western
education
Education: A First Book
(Thorndike), 226
Educational achievement, 647