FLYNN, Ph.D. Professor, Department of Educational
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.
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,
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
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,
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
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).