UNIV. OF ASPECTS OF THORNDIKE'S PSYCHOLOGY IN THEORY AND PRACTICE By H. GORDON HULLFISH, Ph.D. Instructor in Principles of Education THE OHIO STATE UNIVERSITY PRESS COLUMBUS UNIV. OF CALIFORNIA PREFACE The development of an educational psychology today cannot fail to be an interesting, though a precarious, undertaking. Interesting, because of the increasing opportunities for research and study; precarious, because of the changes in psychology which have been taking place with a startling swiftness. There have come about radical shifts in the approach to this science; undeniable differences in fundamental positions now exist, and any educational psychology which is worthy of the name must needs account for the conflicts existing between present-day points of view. In short, the student of today who engages in a study of psychology must find that his undertaking is far from simple; must realize, indeed, that his is truly a study of psychologies and not of a psychology. This is a situation which the educator must comprehend, unless, of course, his activity, frankly, is to have no vital connection with an intelligible educational program. If its significance escapes him, he may eventually awake to find himself promoting classroom practices which are entirely incompatible because they are guided by competing and conflicting underlying psychological doctrines. As a matter of fact, this condition is readily discoverable in schoolroom procedure today, and it is the purpose of this study, in part at least, to emphasize this seemingly obvious fact. In addition, the study concerns itself with an examination of a current presentation of educational psychology. The doctrine which has been most influential in directing the work of education was deliberately selected because at no other point would there be more likelihood of discovering the desired and needed consistency. But the study was not intended to be entirely and solely critical. It is the author's belief, therefore, that the way has been pointed for the future development of those concepts which are fundamental to an educational psychology. If the study does no more than suggest definitely, and clearly, that a basic and consistent approach is imperative, and that this must be made by first evaluating the psychologies now available, it will have served its purpose. It will be evident to all who read this presentation that the author owes a great debt to the writings of Professor John Dewey. This is willingly and freely acknowledged. His works have ever been the most suggestive and valuable of guides. But if the author iii 622084 10 VIMU AMBORLIAD owes a debt to Professor Dewey for his writings, he also owes a debt to Professor Boyd H. Bode, under whose direction this study was carried on, for his sympathetic and intelligent direction of the author's interpretation of Dewey. The raising of questions when problems seemed solved, the location of vague spots in seemingly clear presentations, the helpful insights into difficulties that were real and acute-in these and many other ways, Professor Bode added zest to the joy of doing, and quality to the product. This debt, also, is happily acknowledged. There are other acknowledgments which should be made. One owes much, of course, to those fellow students who refuse to let one rest content when a conclusion has been formulated. These debts are not readily located; on the other hand, the memories of profitable discussions and valuable contacts are not to be soon forgotten. More specifically, the author's thanks are due Warwick and York for permission to use certain phases of this study which were incorporated in an article, "The Need For Orientation in Education," and published in Educational Administration and Supervision, April, 1925. And for careful and suggestive reading of the manuscript the author is indebted to Dr. Albert P. Weiss, department of psychology, Ohio State University, and Dr. Burdette R. Buckingham, Bureau of Educational Research, Ohio State University. Finally, his acknowledgement must be great indeed to one whose name need not be mentioned, but who has been a constant source of help and inspiration throughout the years which made this study possible. H.G.H. iv |