ABSTRACT
This chapter examines the teacher's understandable concern with practicalities, that is, with techniques for solving specific problems, preferably without delay, and in the context of things as they are, not as they might be if painful, laborious or expensive changes were made. It provides to encourage a critical attitude of mind in the study of educational psychology. Some psychologists in virtue of their jobs are particularly interested in the applications of psychology, but these applications may be limited to special areas. Psychology is only marginally relevant to the problem of deciding one's educational values and purposes, and that even legitimate applications of psychology are a secondary interest of the psychologist as scientist, are not the only obstacles to a facile marriage between education and psychology. Psychology, even once understood, must take its educational place among a complexity of other considerations. One school of psychology tries to see how far aspects of behaviour can be understood by analogy with machines.
