Psychology contributes to educational aims by defining, limiting, and suggesting features of them, and helps measure whether an aim is attainable.¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1910 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Psychology clarifies educational aims by translating them into the exact changes education is to make, limits them by showing what can and cannot be done, and can test attainability, e.g. whether acquired capacities are heritable. → Thorndike 1910

Evidence¶

Thorndike 1910¶

Thorndike, E. L. (1910). The contribution of psychology to education. The Journal of Educational Psychology. https://doi.org/10.1037/h0070113

q1 · i? · theoretical · r2

Theoretical argument from the article's opening exposition on aims; no data are offered. The author argues psychology helps by requiring notions of aims to be put "in terms of the exact changes that education is to make" and cites heredity of acquisitions as an aim psychology can declare futile.

"Psychology contributes to a better understanding of the aims of education by denning them, making them clearer; by limiting them, showing us what can be done and what can not"

Discussion¶

Related Claims¶

• Psychological studies of children's endowments show schools must set different aims and materials for different classes of children, and have broken up lock-step promotion — a narrower finding that bears on this claim