Social assumptions as a context for science: Some reflections on psychology and education

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Abstract
This essay examines a set of traditional social assumptions that have strongly influenced the direction of American educational psychology. These assumptions are that (a) biological factors provide the primary explanations for human behavior and (b) individual rather than social factors explain the differences that exist among people. These assumptions are most evident in developmental and differential psychology, the branches of psychology most directly linked with education. The assumptions themselves, however, tend to contradict the notion that the educational process can significantly alter human development. By contrast, experimental psychology does not reflect these biological and individualist assumptions, but historically this branch of psychology has not had a consistent influence on education. The implications of these assumptions on psychology's ability to improve education arc noted, and the possible effects of current social changes on the future of psychology in education are discussed.

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