Measuring the Mind: Education and Psychology in England C.1860-c.1990

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Cambridge University Press, Apr 27, 2006 - Education - 448 pages
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The central claim of Measuring the Mind is that, contrary to popular opinion, the psychologists who dominated educational policy-making between the wars were educational progressives and political radicals. They argued that education should reflect the requirements of children rather than the convenience of adults, and regarded intelligence testing as an instrument of child-centered education. These psychologists owed their political inspiration to the meritocratic ideal and lost popularity with the waning of this ideal after the war. Four main themes dominate the discussion: the emergence of educational psychology as a distinct discipline; the recent history of ideas about children's mental developments; the role of experts in formulating educational policy; and the rise and fall of the measurement of merit.
 

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Contents

1 Introduction
1
2 Studying childhood
18
3 The invention of educational psychology
49
4 Cyril Burt and the psychology of individual differences
73
5 Susan Isaacs and the psychology of child development
111
6 The structure and status of a profession
136
7 Mental measurement and the meritocratic ideal
164
8 The psychometric perspective
201
11 Equality and community versus merit
294
12 Egalitarianism triumphant
319
13 Cyril Burt and the politics of an academic reputation
340
14 Equality and human nature
359
15 The measurement of merit revived ?
384
16 Conclusion
409
Glossary
421
Selective bibliography
426

9 Psychologists as policy makers 19241944
220
10 The measurement of merit anatomized
253

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