chapter  3
15 Pages

The nature and scope of educational theory (1)


I ‘Poor dear Psychology’ wrote Professor Broad in 1933, ‘has never got far beyond the stage of medieval physics, except in its statistical developments, where the labours of the mathematicians have enabled it to spin out the correlation of trivialities into endless refinements. For the rest, it is only too obvious that, up to the present, a great deal of Psychology consists mainly of muddle, twaddle and quacksalving, trying to impose itself as a science by the elaborateness of its technical terminology and the confidence of its assertions.’1 This was of course a libel on psychology even in 1933 but if we replace ‘psychology’ by ‘education’ in this passage we have a very fair summary of the state of education in 1972. A major share of the blame for this state of affairs must rest on the inadequate theoretical background of education.