ABSTRACT
This chapter examines some of the political, educational and psychological influences on the early stages of Popper's intellectual development. It focuses upon the years prior to the publication of Logik der Forshung, in 1934. It argues that it was during these years, prior to the publication of his great book on the philosophy of science, Logik der Forschung in 1934, that Popper absorbed traditions, pursued critiques, and laid the foundations of theories that are developed during his later work. Hacohen (1993) makes a similar assumption. He argues that 'Popper's intellectual formation ... is basically complete when he leaves Vienna in 1936' (ibid., p.32). We can hypothesise that Popper, too, felt this was the case, as the narrative and historical section of his Intellectual Autobiography (IA) ends not long after this time. Furthermore, this chapter suggests that a great deal of Popper's epistemology and scientific methodology reflect an implicit psychological content and approach, despite Popper's attempts to purge psychology from much of his work. Popper's work can be interpreted as the most recent representative of an under-rated and fruitful school of psychology. An understanding of his place within this school will greatly enhance the appreciation of his overall work, particularly as it relates to education and children's learning. It also offers the opportunity to pick up
the beginnings of an epistemological thread that stretches throughout his work.
