Psychology and Social Practice · John Dewey
PSYCHOLOGY AND SOCIAL PRACTICE.[1]
In dealing with this particular question, it is impossible not to have in mind the brilliant and effective discourses recently published by my predecessor in this chair. I shall accordingly make free to refer to points, and at times to words, in his treatment of the matter. Yet, as perhaps I hardly need say, it is a problem of the most fundamental importance for both psychology and social theory that I wish to discuss, not any particular book or article. Indeed, with much of what Dr. Münsterberg says about the uselessness and the danger for the teacher of miscellaneous scraps of child study, of unorganized information regarding the nervous system, and of crude and uninterpreted results of laboratory experiment, I am in full agreement. It is doubtless necessary to protest against a hasty and violent bolting of psychological facts and principles which, of necessity, destroys their scientific form. It is necessary to point out the need of a preliminary working over of psychological material, adapting it to the needs of education. But these are minor points. The main point is whether the standpoint of psychological science, as a study of _mechanism_, is indifferent and opposed to the demands of education with its free interplay of personalities in their vital attitudes and aims.
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