Abstract
THIS PAPER seeks to determine, in effect, why educational psychology as it professionalized and assumed the mantle of science after 1905 rejected the social point of view that characterized the thought of so many of the period's educational reformers and practicing educators. The principal components of this social point of view were the efforts to broaden the concept of education from training in academic disciplines to education for life in the community; to see education as a part of a larger social process and to shape educational policy accordingly; and to see education in general and schooling in particular as engines for reforming American society. This cluster of attitudes which I will group under the term socialized education, following Jane
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