Educational psychology has fought a tiring battle over the last one hundred or so years, substantiating itself as a scientific discipline while maintaining weak linkages to its disciplinary forbearers (i.e., philosophy or psychology). As time has passed, the linkages to our disciplinary roots have become more and more distant, especially in reference to philosophy. As such, the purpose of this article is to trace philosophical footprints in educational psychology, including Charles Peirce's pragmaticism and Josiah Royce's absolute pragmatism. In tracing these footprints, I will offer ways in which educational psychology has deviated from these root philosophical theories and posit possible benefits and detriments of these theories to our field. I close with an examination of the current uses of philosophy in educational psychology and some reflection on what educational psychology can give back to philosophy.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology