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Measuring the Mind: Education and Psychology in England, c. 1860-c. 1990
The central claim of Measuring the Mind is that, contrary to popular opinion, the psychologists who dominated educational policy-making between the wars were educational progressives and political radicals. They argued that education should reflect the requirements of children rather than the convenience of adults, and regarded intelligence testing as an instrument of child-centered education. These psychologists owed their political inspiration to the meritocratic ideal and lost popularity with the waning of this ideal after the war. Four main themes dominate the discussion: the emergence of educational psychology as a distinct discipline; the recent history of ideas about children's mental developments; the role of experts in formulating educational policy; and the rise and fall of the measurement of merit.
460 pages, Hardcover
First published November 10, 1994
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About the author
Adrian Wooldridge
24 books72 followersAdrian Wooldridge (born November 11, 1959) is the Management Editor and, since 1 April 2017, the 'Bagehot' columnist for The Economist newspaper. He was formerly the 'Schumpeter' columnist. Until July 2009 he was The Economist's Washington Bureau Chief and the 'Lexington' columnist.
Wooldridge was educated at Balliol College, Oxford, where he studied modern history, and was awarded a fellowship at All Souls College, also at Oxford University, where he received a doctorate in philosophy in 1985. From 1984 to 1985 he was also a Harkness Fellow at the University of California at Berkeley.
Wooldridge was educated at Balliol College, Oxford, where he studied modern history, and was awarded a fellowship at All Souls College, also at Oxford University, where he received a doctorate in philosophy in 1985. From 1984 to 1985 he was also a Harkness Fellow at the University of California at Berkeley.
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Displaying 1 of 1 review
September 10, 2018
Overview
This is a first rate history of psychometrics as applied in English schools, from the 19th century to, effectively, the present day. The fortunes of the IQ test are followed from its invention, through its heyday in selection for grammar schools, through its demise with the comprehensives; from its perception as instrument of social justice to instrument of capitalist oppression.
The former view was of course that of its inventors: they saw it as a means of enabling each child to get an education that was appropriate to its ability.
The latter view was that of those who saw all selection as élitist and socially divisive, and also of those who had misgivings about the particular application of using it to “brand children as failures at eleven”.
All the lurches of the zeitgeist are described, along with the associated political antics. What I particularly like about this book is that it’s very even-handed: both the advocates and the critics have their say at length. In particular, the posthumous disgrace and later vindication of Sir Cyril Burt are described in detail.
Everything is carefully referenced, so further reading is made very easy.
Contents
01 Introduction
02 Studying childhood
03 The invention of educational psychology
04 Cyril Burt and the psychology of individual differences
05 Susan Isaacs and the psychology of child development
06 The structure and status of a profession
07 Mental measurement and the meritocratic ideal
08 The psychometric perspective
09 Psychologists as policy makers, 1924-1944
10 The measurement of merit anatomised
11 Equality and community versus merit
12 Egalitarianism triumphant
13 Cyril Burt and the politics of an academic reputation
14 Equality and human nature
15 The measurement of merit revived?
16 Conclusion
This is a first rate history of psychometrics as applied in English schools, from the 19th century to, effectively, the present day. The fortunes of the IQ test are followed from its invention, through its heyday in selection for grammar schools, through its demise with the comprehensives; from its perception as instrument of social justice to instrument of capitalist oppression.
The former view was of course that of its inventors: they saw it as a means of enabling each child to get an education that was appropriate to its ability.
The latter view was that of those who saw all selection as élitist and socially divisive, and also of those who had misgivings about the particular application of using it to “brand children as failures at eleven”.
All the lurches of the zeitgeist are described, along with the associated political antics. What I particularly like about this book is that it’s very even-handed: both the advocates and the critics have their say at length. In particular, the posthumous disgrace and later vindication of Sir Cyril Burt are described in detail.
Everything is carefully referenced, so further reading is made very easy.
Contents
01 Introduction
02 Studying childhood
03 The invention of educational psychology
04 Cyril Burt and the psychology of individual differences
05 Susan Isaacs and the psychology of child development
06 The structure and status of a profession
07 Mental measurement and the meritocratic ideal
08 The psychometric perspective
09 Psychologists as policy makers, 1924-1944
10 The measurement of merit anatomised
11 Equality and community versus merit
12 Egalitarianism triumphant
13 Cyril Burt and the politics of an academic reputation
14 Equality and human nature
15 The measurement of merit revived?
16 Conclusion
Displaying 1 of 1 review