Contents

#### **Preface XI**


Preface

and incorporated.

amined.

A systematic review of the literature on recent educational psychology reveals a rebranded jigsaw that contains classic texts, updated and revised research, as well as prospects of strat‐ egies to managing behavioral difficulties according to the educational psychology services. Beyond the familiar preferences of the previous critical studies in the fieldwork, which re‐ considers the topics of trend analysis, citations, individual differences, statistics, content analysis, educational psychology deconstruction, or research methodology, this exegesis de‐ lineates five major themes considered important for the future development of theories,

The title of the book, *Educational Psychology - Between Certitudes and Uncertainties*, is relevant for dynamic and low predictable research from genetics, neurosciences, technologies, and empirical evidence of the relationship between mind, brain plasticity, communication, and education that produces challenges and exchanges across sciences. There are various per‐ spectives on the epistemology in the field, new results of experiments, different hermeneu‐ tics and misinterpretations of data collected, multiple scientific simulations, and diverse substantial evaluative data. Eccentric, exotic, and strange theories of the new epistemic com‐ munities coexist with traditional approaches to educational psychology. This new frame‐ work argues that this book is to be considered a fairly unique and realistic way to rebuild the incongruities and paradoxes in this area. Naturally, "certitudes and uncertainties" is a common denominator for the existing sophisticated academic conventions and for the im‐ mense potential of continuous professional development. The title of the book reflects the state of the art, a new trend in the conceptual fabric of educational psychology, and an atti‐

tude toward an academic market in the age of many battles in the world of science.

A distinctive characteristic of this book is that it intends to provide a new perspective on the current hypothesis from educational psychology. It consists of five chapters, covers the most discussed problems from the areas of study, and brings together notorious experts from dif‐ ferent cultures. From the number of intentions submitted, four contributions were selected

Within each chapter, theories linked with practice issues and emerging conclusions are ex‐

The first chapter (author Victorița Trif) examines the polarized paradigms from educational psychology, combining parallel explanations and concerning the identity of the scientific do‐ main. The research questions are in interdependence with future trends in the fieldwork, as well as with a new comprehension of uncontrolled multiliteracy and of the contemporary state of interconnected paths, models, or reconsidered branches of psychology. The title of the chapter ("Will a Cooperation between Polarized Paradigms in Educational Psychology Be Possible?") suggests a possible answer to the potential cognitive model of solving an

asynchronous conglomeration of knowledge in the area.

practices from the educational psychology services, and public policy.
