Experimental education / by Robert R. Rusk.

  • Robert Robertson Rusk
Date:
1919
Catalogue details

Licence: In copyright

Credit: Experimental education / by Robert R. Rusk. Source: Wellcome Collection.

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    EXPERIMENTAL EDUCATION CHAPTER 1 THE STANDPOINT OF (EXPERIMENTAL EDUCATION ee Education has within a brief period established its claim to be regarded as an independent science. The publication of numerous works dealing with various aspects of the subject and of journals solely devoted to it testifies to this. Originally dependent on Experimental Psychology for its methods and for many of its results, it now dictates problems to psychology. “ At first,’ as Mun- sterberg explains, “the results of theoretical psychology were simply transplanted into the pedagogical field. Experiments which were carried on in the interest of pure theoretical science were made practical use of, but their application remained a mere chance by-product. Only slowly did the pedagogical problems begin to determine the experimental investigation. The methods of laboratory psychology were applied for the solving of these problems which originated in the school experience, and only when this point was reached could a truly experimental pedagogy be built on a psychologi- cal foundation. We stand in the midst of this vigorous and healthy movement, which has had a stimulating effect on theoretical psychology itself.’ The situation was more comprehensively, and with greater succinctness, expressed by Professor Adams in his Presidential Address to the Educational Science Section of the British Association, Ig12, when he said that Education had captured psychology.
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