rights: 日本教育心理学会rights: 本文データは学協会の許諾に基づきCiNiiから複製したものであるrelation: IsVersionOf: http://ci.nii.ac.jp/naid/110001894585/In this General Symposium, the members were required to present their theoretical and practical views as to how educational psychology should be related to educational practices in schools and they were expected, if possible, to offer the suggestions about the ways in which educational psychology might be improved and advanced toward a more reliable science useful for teachers and educators. Yamashita, T., Yamaguchi, K.and Azuma, H. who chaired Separate Symposia I., II. and III.respectively, presented their opinions reflecting and summarizing the major issues discussed in Separate Symposia. Hosoya, J.and Yamashita, E.were invited to General Symposium to make comments on the views proposed by the three appointed speakers. Yamashita, T.critically discussed the harmful functions of psychological standardized tests, such as intelligence tests, achievement tests and so on. He especially emphasized the importance of the problem of differentiating function of psychological tests and the problem of placement resulting from the tests. He insisted that widely spread psychological tests had been developed just for classification and differention of people. According to his views, psychological tests rationalized the existence of social discrimination under the pretence of science. He emphatically proposed that educational psychologists had to reconsider whether the tests were desirable for testees i.e.pupils who were to be tested. Yamaguchi, K.referred to the opinion expressed by Shinohara, M.specializing clinical psycology in the Separate Symposium held on the previous day. Shinohara argued against the special class for the mentally retareded children. According to his opinion, the regular classes in elementary and junior high schools have changed into the special classes for able and bright pupils which have tended to treat the dull and backward pupils as nuisances, remove them from the regular classes and exclude them into the special classes for the mentally retarded. What he wanted to stress is that the regular classes have actually turned into a "nuisance-excluding structure" and therefore there is a urgent necessity of reforming the regular classes. Shinohara continued to insist that, for the purpose of this reformation, parents, and teachers should cooperate to let the pupils of the special class for the mentally retarded return to the regular classes. Shinohara and his colleagues have been enthusiastic for the socalled "regression movement" which aims to bring the pupils of the special classes back to the regular classes. After referring to Shinohara's opinion, Yamaguchi, K.conceded that there exist some kind of "nuisance-excluding structure" in many schools and he admitted the fact that the underachievers, slow learners and the dull pupils chiefly constitute the the special classes for the mentally retarded with a small number of pupils under 70 of IQ who are to be diagnosed as the mentally retarded in a strict sense of the word: Yamaguchi also adknowledged the necessity of reforming the regular classes. Nevertheless, Yamaguchi brought forth his counterargument enumerating the following controversial points: 1.He differes markedly in approach to the reformation of the regular classes in schools. 2.The "regression movement" would be too radicalistic and ineffective in realizing the reformation of the regular classes. 3.Whether and how could the psychologists promoting the " regression movement" take any responsibility for the pupils who become malajusted in the regular classes to which they have been brought back? 4.The promotors of the "regression movement" appear to be extremely prejudiced against special education in general. Azuma, H.the third speaker, summarized several important aspects of the themes which were discussed in Separate Symposium on "Educational Engineering and Educational Psychology" on the previous day. His summarized report runs as follows: 1.Some of the educational engineers insist that educational objecti

In this General Symposium, the members were required to present their theoretical and practical views as to how educational psychology should be related to educational practices in schools and they were expected, if possible, to offer the suggestions about the ways in which educational psychology might be improved and advanced toward a more reliable science useful for teachers and educators. Yamashita, T., Yamaguchi, K.and Azuma, H. who chaired Separate Symposia I., II. and III.respectively, presented their opinions reflecting and summarizing the major issues discussed in Separate Symposia. Hosoya, J.and Yamashita, E.were invited to General Symposium to make comments on the views proposed by the three appointed speakers. Yamashita, T.critically discussed the harmful functions of psychological standardized tests, such as intelligence tests, achievement tests and so on. He especially emphasized the importance of the problem of differentiating function of psychological tests and the problem of placement resulting from the tests. He insisted that widely spread psychological tests had been developed just for classification and differention of people. According to his views, psychological tests rationalized the existence of social discrimination under the pretence of science. He emphatically proposed that educational psychologists had to reconsider whether the tests were desirable for testees i.e.pupils who were to be tested. Yamaguchi, K.referred to the opinion expressed by Shinohara, M.specializing clinical psycology in the Separate Symposium held on the previous day. Shinohara argued against the special class for the mentally retareded children. According to his opinion, the regular classes in elementary and junior high schools have changed into the special classes for able and bright pupils which have tended to treat the dull and backward pupils as nuisances, remove them from the regular classes and exclude them into the special classes for the mentally retarded. What he wanted to stress is that the regular classes have actually turned into a "nuisance-excluding structure" and therefore there is a urgent necessity of reforming the regular classes. Shinohara continued to insist that, for the purpose of this reformation, parents, and teachers should cooperate to let the pupils of the special class for the mentally retarded return to the regular classes. Shinohara and his colleagues have been enthusiastic for the socalled "regression movement" which aims to bring the pupils of the special classes back to the regular classes. After referring to Shinohara's opinion, Yamaguchi, K.conceded that there exist some kind of "nuisance-excluding structure" in many schools and he admitted the fact that the underachievers, slow learners and the dull pupils chiefly constitute the the special classes for the mentally retarded with a small number of pupils under 70 of IQ who are to be diagnosed as the mentally retarded in a strict sense of the word: Yamaguchi also adknowledged the necessity of reforming the regular classes. Nevertheless, Yamaguchi brought forth his counterargument enumerating the following controversial points: 1.He differes markedly in approach to the reformation of the regular classes in schools. 2.The "regression movement" would be too radicalistic and ineffective in realizing the reformation of the regular classes. 3.Whether and how could the psychologists promoting the " regression movement" take any responsibility for the pupils who become malajusted in the regular classes to which they have been brought back? 4.The promotors of the "regression movement" appear to be extremely prejudiced against special education in general. Azuma, H.the third speaker, summarized several important aspects of the themes which were discussed in Separate Symposium on "Educational Engineering and Educational Psychology" on the previous day. His summarized report runs as follows: 1.Some of the educational engineers insist that educational objecti