4. Purposes of the book

2.5. Meta-analysis

4 Educational Psychology - Between Certitudes and Uncertainties

developing under conflicting patterns.

Despite the fact that it is a social pressure for educational psychology, an essential part of the literature illustrates the interest to knowledge review. Academic resources include consistent critical exegesis of the theories, practices, and current researches. It offers bases of decisions vital for future findings and topics covered in the area as well as for emerged themes and possible trends. The most important studies are examined in terms of declarative knowledge, procedural knowledge, representational knowledge and acquaintanceship knowledge. A possible summary of substantive scientific knowledge in the fieldwork of educational psychology could include various models of epistemological development. As a result, multiliteracy and multimodality reveal multiple directions, mechanisms, and schemes regarding epistemological understanding. As a review result, we suggest a new version of the results in terms of the knowledge semantic network. In this case, the interactive multimodal semantic network could be designed by key terms as expertise of knowledge, received knowledge, subjective knowledge, purpose of knowledge, simplicity of knowledge, absolute knowing, transitional knowing, independent knowing, contextual knowing, separate knowing, connected knowing, ways of knowing, nature of knowledge and truth, source of truth, justification of knowing, etc. This qualitative exegesis supports the idea that scientific discourse of educational psychology is

As a consequence of the abovementioned aspects, the hiatus between formal educational psychology and the post—post knowledge (the knowledge after all the currents, trends and theories) requires a possible protection against possible negative effects in real school life. My main scope as editor of this book was not to point out or to hunt unreasonable or past conceptual equipment or discourses, but to produce a volume that would represent a prospec-

From the shared knowledge point of view [3], educational psychology is the result of different psychology branches (experimental psychology, clinic psychology, etc.), influences, and stands at the crossroad between positivism and narrative criticism. This overlaps with other explanation: educational psychology as applied psychology. In fact, it is about a "mixture" generated by different generations of psychologists, a multiplicity of discourses (cognitive, semantic, social or cultural discourses; intellectual, practical, and social or personal reasons) generating a new "core curriculum" of educational psychology. In these terms, the book aims to introduce the reader into a contemporary version of science based on hybrid conceptualization, internationalization of students, new technologies, new research in neurodiversity of learning, new insights on brain mechanisms, new case studies, and other psychological costs of challenge

This book is based on the need to prepare the educational psychology course—as author—as well as on multiple case studies received from schools during last decade in order to be solved.

tive exercise for the international concerns regarding educational psychology.

into a globalized society assaulted by social dissonances [2].

3. Some explanations regarding the book

A converging consensus on educational psychology is reflected into the purposes of the book:

