The first symposium on this theme (1980) criticized various gaps in ordinary educational psychology from trancendental viewpoint. The second symposium (1981) studied epistemological relation between a researcher and his objects. The third Symposium (1983) analysed concrete contents of educational psychology. This fourth symposium enabled us to discuss more practical and clinical research on educational process.
According to, Takeshita, educational psychology should include a study of the educational process itself. Education is the activity that an educator chooses some value from many values and teaches it to his students. All the school activities cannot be education. And some activities outside the school can be considered as part of education. Takeshita presented some points that should deserve amelioration: 1. ploblem teachers' choice in educational objectives. 2. control of beducational conditions. 3. making relation between selected objective and teaching materials. 4. necessity of researchers' clinical and practical attitude. 5. necessity of communication with people in other areas. Takizawa, the second speaker asserted that educational psychology should be applied psychology. So, it might be better for educational psychology to be a part of pedagogy; but, it has developped as a part of psychology. Thus, it uses the methods developped in general psychology. But, such muthods did not fit properl y in educational practices. For example: 1. ccording to prepared to future education, i.e. the period. such deductional method, many data can be gathered; stile, the thinking process of individual cannot be explained. 2. According to behaviorism, objectivity and verifiability were considered part of educational psychology. still,“thinking process”. and “difference between success and understanding” were dfficult to classify. Hosoya, the third speaker said that he would like to present a part of his teaching, practice concerning his experience in educational psychology, and would be happy to receive some advice from the audience, so he would be able to improve himself as a teacher. His objective was to enable his students to do factorial thinking through the experiment of Muller-Lyer's optical illusion. In this case, he used anticipation or hypothesis containing some objectives different from usual anticipation or hypothesis. He gives his students such questions that make them active to realize their aims or expectations.
Discussins after the speaker's propositions focused on two issues:(1) Educational psychologists should have educational objectives.(2) “From success to understanding” or “from understanding to success”: on this matter Takizawa pointed out that a child thinking goes from success to understanding with a gap or difficulty between them.
Additionally two issues have been presented by the audience.(1) Not only success and nderstanding but also empathic understanding is an important aspect of an educational process.(2) We should be as the fifth age of computer.
