ABSTRACT
This chapter begins with the inevitable relationships that will take place as educational psychology itself changes. As education psychology tries to provide knowledge, consultation, and direct services to industry and business, it will come into conflict with the field of industrial/organizational psychology (I/O). Educational psychology should explicate more clearly how it conceives of the entire educational enterprise and make its views known to other disciplines, its own students, and the public at large. Good productive relations among disciplines and with other specialties in psychology and education are not really possible until there is a clearer notion of the domains of these specialties, their areas of distinctiveness and overlap, and a clearer understanding of their definitions than exists. Educational psychology as a discipline should try to avoid relations with other disciplines and psychological specialties which suggest a zero-sum arrangement in which, if one discipline or specialty wins, others lose.
