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Overlapping intellectual communities at work: Educational research in the realm of personal construct psychology and phenomenology.

Apelgren, B. M.

Keywords:
personal construct psychology, phenomenology, educational research

Abstract:
This paper takes its starting point from the idea put forward, among others, by Dewey who argues that, whilst the distinction between psychology and philosophy may be useful for some purposes, it may not be for others. Inquiries into and understanding of the nature of learning, growth and motivation may all be areas where psychology and philosophy may be of mutual benefit. In addition, educational psychology has been regarded as a discipline “in between” the more scientific psychology and the more practical conduct of education. In regard to the above distinction between the disciplines of philosophy, psychology and education, the focusing of common fundamental values may be one way of opening up for ‘expendability’ – one of Kelly´s criteria for the theory of personal construct psychology. This is discussed in relation to constructivist educational research. In particular, the main focus will be on the theoretical framework of personal construct psychology and phenomenology. Although differing in orientation, they share several common core constructs, which are focused on here. In addition, a number of empirical educational research applications are presented.