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'Philosophy' in the context of this book means that the author is looking at education as a whole, without restrictions or simplifications; looking at ends and purposes, not merely at methods and means. He discusses early years education, the sociology and psychology of education as well as education in adolescence and adult education. Well-known as a critical pioneer of intelligence research the author discusses educational psychology as much as philosophy in this book.

'Philosophy' in the context of this book means that the author is looking at education as a whole, without restrictions or simplifications; looking at ends and purposes, not merely at methods and means. He discusses early years education, the sociology and psychology of education as well as education in adolescence and adult education. Well-known as a critical pioneer of intelligence research the author discusses educational psychology as much as philosophy in this book.

First published in 1940, as the fourth edition of a 1911 original, this book forms part of The Cambridge Psychological Library series. The text is divided into two main sections, with the first part discussing aspects of psychophysics and the second focusing on the area of correlation. Detailed notes and numerous tables are contained throughout. This book will be of value to anyone with an interest in the history of psychology and mental measurement.