problems, psychologism, instructional technology, theories, practices, american
Note: This is not the final draft of the article. The centrality of psychology in the field of instructional technology has never been comprehensively questioned; most instructional technologists have assumed that (behaviorist, cognitivist, constructivist, or another) psychology is the natural foundation for education and thus for instructional technology. The driving question of this article is: What are the problems of psychologism as found in the theories and practices of instructional technology? We present a brief genealogy of American instructional technology in relation to the influence of psychology; review critical psychology and discuss some problems of psychologism focusing on positivism, metaphysics, ecology and culture, and power; and provide a hermeneutical framework for the theory and practice of instructional technology.
Original Publication Citation
Gur, B. & Wiley, D. (29). Psychologism and instructional technology. Educational Philosophy and Theory. 41(3).
BYU ScholarsArchive Citation
Wiley, David and Gur, Bekir, "Psychologism and American Instructional Technology" (2009). Faculty Publications. 846.
David O. McKay School of Education
Instructional Psychology and Technology
© 2009 Wiley-Blackwell. The definitive version is available at www3.interscience.wiley.com
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