Mark Flynn

    Dr. Mark Flynn

    Professor

    Research areas


    Epistemology, the process of learning, systemic inhibitors of learning, critical thinking,
    the critical analysis of conventional presuppositions in psychology, educational psychology, & special education,
    Aboriginal psychology and healing, & the philosophy of science.

    Curriculum Vitae


    MARK FLYNN, Ph.D. Professor, Department of Educational Psychology and Special Education, & Associate Member in the Department of Educational Foundations.

    TEACHING AREAS: Learning and development, evaluation of learning, personal communication, foundations of psychology, educational psychology, & special education.

    RESEARCH INTERESTS: Epistemology, the process of learning, systemic inhibitors of learning, critical thinking, the critical analysis of conventional presuppositions in psychology, educational psychology, & special education, Aboriginal psychology and healing, & the philosophy of science.

    RELEVANT PUBLICATIONS:

    Flynn, M., & Soini, H. (2000). How education students conceptualize learning and learning disability: A European and North American sample. Acta Universitatis Ouluensis, 39, 80-90.

    Flynn, M. (2000). Transforming What is There Into What is Here: The Feel of Knowledge in a University Setting. Interchange, 31(2&3), 243-257.

    Flynn, M. (2000). A Critique of Scientism Not Science per se. Interchange, 31(1), 83-86.

    Flynn, M., Kelly, I.W., & LaPointe, K. (1999). Comparison of Canadian Education Students and Teachers Estimates of the Prevalence of Learning Disabilities. Perceptual and Motor Skills, 88, 561-562.

    Flynn, M., Kelly, I.W., & Soini, H. (1998). Education students' description of learning 'disabilities'. Perceptual and Motor Skills, 86, 673-674.

    Flynn, M., Soini, H., Kelly, I.W., & Tensing, M. (1998). Misidentified majority: The overestimation of the prevalence of learning 'disabilities' by Canadian and Finnish education students. International Journal of Special Education, 13(1), 76-83.

    Soini, H., Flynn, M., & Tensing, M. (1998). Ongelmallinen oppimisvaikeus. Mita opettajaksi opiskelevat ajattelevat oppimisvaikeudesta (The problematic nature of learning 'disabilities'). NMI Bulletin, 2, 31-33.

    Flynn, M. (1997). The concept of intelligence in psychology as a fallacy of misplaced concreteness. Interchange, 28(2&3), 321-344.

    Flynn, M., & Kelly, I.W. (1996). Sources used by education students to conceptualize learning 'disabilities'. Psychological Reports, 79, 1-3.

    Flynn, M. (1995). Conflicting views on the importance of emotion to human development and growth: Piaget and Whitehead, Interchange, 22(4), 365-381.

    Flynn, M., Kelly, I.W., & Janzen, B.L. (1994). Education students' overestimation of the prevalence of learning disabilities. Psychological Reports, 75, 195-198.

    Flynn, M. (1993). Process philosophy of education as an antidote to some systemic inhibitors of learning: Rethinking the concept of 'learning disabilities'. In G.D. Benson & B.E. Griffith (Eds.), Process, epistemology, and education: Recent work in educational process philosophy (pp.149-190). Toronto: Canadian Scholars.

    Flynn, M. (1992). Canadian research in learning disabilities, 1968-1989: A case of bias by neglect? Canadian Journal of Special Education, 8(1), 1-18.

    Flynn, M. (1992). The need for a process perspective in the study of 'learning disabilities'. American Philosophical Association, Association for Process Philosophy of Education, Process Papers, No. 15, (pp.1-36).