Review of Aspects of Thorndike's Psychology in Their Relation to Educational Theory and Practice

Abstract

Reviews the monograph, Aspects of Thorndike's Psychology in Their Relation to Educational Theory and Practice by H. Gordon Hullfish (1926). In this monograph Hullfish insists that a good structure of educational practice can be erected only upon a consistent theoretical basis of psychology. A brief analysis shows that psychologists are not agreed as to the nature of mind and, therefore, that educational practice is in chaos. An examination of several of Thorndike's doctrines reveals that they are not consistent with any one psychological theory and so he is particularly dangerous as an educational leader. Hullfish is particularly opposed to the doctrine of the measurability of educational products and holds that the really valid aims are the enrichment of social concepts. Since these concepts are immeasurable it would seem to follow that the student and teacher alike are faced with the dreary prospect of years of endeavor in view of a goal but without the slightest means of knowing of any progress towards it is being made. It is quite possible that Thorndike will be content to "drill" along, happy in the thought that at least he can tell if he is getting anywhere. (PsycInfo Database Record (c) 2025 APA, all rights reserved)