The first symposium on this theme(1980)criticized various faults in ordinary educational psychology. The second symposium(1981)discussed methodological problems in making new type of educational psychology. We have been able to achieve more concrete discussions concerning the third symposium. According to Takashima, the contents of educational psychology should avoid any encyclopedic collection from general psychology. It is desirable to divide the educational psychology into two types: (1) "Fundamentals of Educational Psychology", aiming at the discipline for the educational psychologists, of the future, putting emphasis on psychological viewpoints, principles, and methods on order to study the practical side of education; and(2) "Educational Psychology for Teacher training", concerning the psychology of special subjects except the above "Fundamentals of Educational Psychology" :for example, the psychology of educational evaluation, of guidance, of the child, of adolescence, of the defective, the psychology in the classroom, and educational engineering. As to professional educational psychologists it is advisable that they experience teaching in classroom. Kato, the second speaker, presents a precise phenomenogical analysis of educational situations. Basic properties of educational situations such as(1)the delicate complexity of countless factors, (2)proper meaning and function in every factor, and in every relation between factors, (3)indeterminateness, an attribute of situation, and(4)the difficulty of teacher's control and, as its concequence, the endless process of teacher's problem solving are emphasized. Kato analyses also the components of learners, learning-teaching situation, contents to be learned, teacher factor, learning-teaching environment and connections among factors. Finally, the methodology of research is referred. Yoshida, the third speaker, defines the educational psychology operationally as "basic disciplines for teacher training"; and he lists various divisions of educational psychology from the following points of view: the prouping of the disciplines(1)directly connected with teaching-learning activity, and(2)indirectly related with teaching-learning activity. Discussions after the speakers' propositions have focused om two issues:(1)a contradiction between the advocaion to build a new type of educational psychology and the assertion to value the new development coming out of the traditional pattern of educational psychology, and(2)suggestions to expand the range of "educational situation" to community, adult education, university, etc.