Educational Psychology and Social Reform in the Progressive Era
Bibliographic Data
| ID | 9886136 |
|---|---|
| Authors | Robert L Church (corresponding author) |
| Year | 1971 |
| Volume | 11 |
| Issue | 4 |
| Pages | 390 |
| Publication date | 1971-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | History of Education Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0018-2680 • E-ISSN: 1748-5959 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/367038 |
| PMID | 11614575 |
| OpenAlex | W2329020443 |
| Language | EN |
| Citations received | 3 |
| References cited | 1 |
THIS PAPER seeks to determine, in effect, why educational psychology as it professionalized and assumed the mantle of science after 1905 rejected the social point of view that characterized the thought of so many of the period's educational reformers and practicing educators. The principal components of this social point of view were the efforts to broaden the concept of education from training in academic disciplines to education for life in the community; to see education as a part of a larger social process and to shape educational policy accordingly; and to see education in general and schooling in particular as engines for reforming American society. This cluster of attitudes which I will group under the term socialized education, following Jane
Pedagogy · Political science · Politics · Progressive Education · Progressive era · Psychoanalysis · Social reform · Social science · Sociology · Academic and Historical Perspectives in Psychology · Diverse Education Studies and Reforms · Law · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,14 |
| Citation span | 2004 - 2016 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |