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EDUCATIONAL PSYCHOLOGY: ITS SCOPE AND LIMITS
Author(s) -
KALLOS D.,
LUNDGREN U. P.
Publication year - 1975
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1975.tb03236.x
Subject(s) - psychology , scope (computer science) , educational psychology , reductionism , epistemology , psychological research , context (archaeology) , educational research , process (computing) , pedagogy , social psychology , philosophy , paleontology , computer science , biology , programming language , operating system
S ummary . An examination of current textbooks of educational psychology and educational research suggests that the scientific paradigm has been accepted too readily. This article explores the way in which the ‘territory’ of educational research has been defined and limited, by assumptions about scientific methods of enquiry and objective forms of measurement. It is argued that the reductionism found in current psychological explanations of the teaching‐learning process has prevented fuller, and more realistic, descriptions in which the whole social context of teaching is considered, in terms of rules which govern what happens in classrooms.