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ABSTRACT. Educational psychology has its origins in philosophy, and like other disciplines, it has its own structure, focal points and research interests. This special issue explores the epistemological basis of educational psychology as eclectic, yet reflecting the philosophical nature of enquiry. This special issue also argues that rather than seeking an epistemological basis, we might consider an ontological one. Like most of the post-enlightenment “life sciences,” educational psychology presupposes a certain life form as its focus: a human form. The articles in this issue challenge assumptions and practices that rely on uniform characteristics of being and becoming human. pp. 11–17

NESTA DEVINE
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Auckland University of Technology
MAREK TESAR
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University of Auckland

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