The problem confronting responsible psychologists, and it is similar to the one earnest scientists are facing in other fields, is how to use experimental techniques without losing sight of their perspective. The same problem more or less confronts the teacher who is interested in experimenting with new methods. The laboratory is essential in many investigations, but the laboratory procedure alone does not produce results that can be integrated with the existing body of social knowledge. What is more, laboratory investigations that neglect the social context and the variability of human nature are misleading. The task of the experimentalist is to construct a valid social psychology so that what takes place in the laboratory is neither qualitatively nor equantitatively different from what happens, or would happen, under similar conditions in a genuine social situation. The laboratory, in short, must increasingly approximate to the context of the socio-cultural environment if a truly scientific social psychology is to develop. Such a psychology, whether educational or clinical, must be based on the knowledge that human beings, when responding within a group situation, respond variously to stimuli. Two persons will not react in the same way to the same stimuli at the same time. Experimental psychology in education will have to take account of these important variable factors over which the psychologist can exert no appreciable control. Social psychology inevitably trespasses upon the domain of sociology. Individuals within groups are bound by a number of fixed rules and customs; certain things are taken for granted. Whenever individuals pool their resources and agree upon certain laws of conduct for the purpose of satisfying their biological or other needs, we must take into account the conditioning factor of established social values. In this way it is possible to dispose of the dualism between individual and social psychology. The important thing is to determine the social and cultural context in which individuals live. Not only that, but the psychologist, like the physicist who allows for deviation errors due to human fallibility, must discount his own cultural fixations and preconceptions. He too is a product of his society and culture and tends, avowedly or by implication, to accept its norms as final. Different cultures produce different values, beliefs, outlooks, norms. Hence the