ABSTRACT
I concluded in the last chapter that educational theories are diverse and focus on different aspects of the educational field: what is to be learned, the social and personal aims of learning and the techniques of learning. The latter two aspects relate directly to basic beliefs about the nature of the person and learning, what I called meta-psychological assumptions. When educationalists explore these assumptions conceptually and empirically they begin to ask psychological questions and become involved in problems and questions covered by the field of psychology. This connection also relates to the historical development of psychology by scholars and practitioners involved in education. Education therefore needs psychology as a theoretical and technical resource and guide, as what can be called a contributory discipline. There is the risk, however, that psychology, particularly in its causal scientific version, comes to be applied without the critical role of educational theory and the interpretive participation of teachers. Psychology then assumes the dominant role in the relationship. This raises the question of whether education also contributes to psychology. How much does psychology need practical problems and questions from a field like education? To answer these questions calls for an examination of the contemporary issues and agendas in psychology, which is the focus of this chapter.
