Applicability of dialectics to educational psychology had also been discussed at the general symposium of the Annual Convention of Japanese Educational Psychology in 1955 and 1967. In the present age of educational chaos, is seemed to be significant to reconsider this theme as an up-to-date matter for the purpose of reorganizing and settling the educational disputes. First speaker Prof. K. Naito offered a present-day problem of dialectic epistemology and its application to educational psychology especially in terms of mathematics and fine arts. Prof. N. Nishihira also discussed the application of dialectic theories to adolescent and educational psychology. Dialectics concerning human relations by Prof. K. Matsumura and research on the racial problem from dialectic point of views by Prof. M. Sera were presented.
What do we think about clinical problems in education? What is the meaning of these clinical problems in the process of child development? What is the most crucial problem that we psychologists have. to confront with concerning clinical psychology and education? From these points of views, four speakers from different fields offeresd their practical problems stemmed from their own experience.
In order to explore a point of contact between educational psychology and social psychological problems, Symposium IV was held under the title of “Symbol and Group”. Information exchange in psychology with the cooperative participation of four speakers from different field was expected. Prof. A. Kikuchi discussed problems of political socialization. Problems on symbolic interactionism by Prof. T. Orihashi; on group theories by Prof. K. Furuhata: on psychiatric point of view by Prof. M. Komiyama were presented at this session.
In order to promote a contribution of educational psychology to instructional methodology, major goal of facilitating scientific communication between researchers was expected to be achieved. Four speakers offered different viewpoints. Expectation of and request for educational psychology was the theme for discussion offered by Prof. T. Inagaki. Prof. J.Hosoya discussed “how we theorize the teaching and leaning processes” by showing examples of his own teaching programs based on his researches. From scientific research point of view, Prof. G. Hatano emphasized the important rigorous type of laboratory research in psychology, under the title of “The utility of laboratory research”. Prof. A. Yoshida offered a unified orientation in the field of science of teaching, on the theme of “Science of teaching” and educational psychology: its aim and methods. The symposium was characterized by exciting interchange between speakers and attendants.
Educationl psychology cannot have the way for the future without contributing to special education. The symposium VI aimed at throwing much additional light upon the problems in special education and relation between special education and educational psychology. Five speakers offered different standpoints based on their specialization. Problems of perceptual disturbances (Prof. K. Koyanagi), problems of mentally retardation (Prof. I. Yamashita), problems of the handicapped (Prof. G. Misawa) and problems of physically feeble children (Prof. T. Mizuno) were presented and discussed, according to the aim of the symposium.