Abstract
The general aims of Part I, Preliminary Considerations, are first, to set definitional limits on what is meant by “educational psychology” (Chapter 1), and second, to consider through some international comparisons the particular values that have influenced education in the United States since the founding of the nation (Chapter 2). In this opening chapter, we briefly and specifically deal with the problems inherent in describing the relations between psychology and education. That there are relations, few doubt. The issue comes down to one of consensus— agreement on those paradigms of psychology and of education that are of value to the schoolteacher. Since there are many kinds of psychology, and many types of education, constraints have to be set.
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© 1993 Springer Science+Business Media New York
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Notterman, J.M., Drewry, H.N. (1993). What Is Educational Psychology?. In: Psychology and Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-1250-3_1
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DOI: https://doi.org/10.1007/978-1-4899-1250-3_1
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4899-1252-7
Online ISBN: 978-1-4899-1250-3
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