Abstract
stereotypic view of the connection between research and education generally assumes that the knowledge of greatest value to educators specifies, at least ideally, a set of pedagogical dos and don'ts, and that the prime consumer of that knowledge is the classroom teacher. These assumptions have been widely held since the development of psychology as a science; they were a force in the creation of many schools of education and guided early educational research. Their popularity is understandable, for given the subject matter of psychology, it seems reasonable to expect it to be of direct benefit to persons whose occupational concerns are interpersonal. And yet, they are unwise assumptions, for they tend to act as a set of blinders, closing off a fuller view of what educationa can gain from research.
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