ABSTRACT
One would think, naively, that the relationship between psychology and education should be analogous to that between, say, physics and engineering. Even a cursory look reveals that this is not at all the case. The theoretical and scientific underpinnings of education are for the most part homegrown and surprisingly independent of mainstream psychological research. For their part, psychologists rarely waste a thought on educational problems. Indeed, at least in the United States, of the two most significant fields of application—clinical psychology and education—we seem to have quite abandoned any claims on the latter. Although clinical psychology exists as a large and active subarea in almost every psychology department in the country, educational psychology is practiced in departments of education—not in psychology departments at all.
