Scott B. (1987) Human systems, communication and educational psychology. Educ. Psychol. in Practice 3(2): 4–15. Fulltext at https://cepa.info/1811
Human systems, communication and educational psychology.
Educ. Psychol. in Practice 3(2): 4–15.
Fulltext at https://cepa.info/1811
The concepts of systems theory and cybernetics have played a fascinating role in the development of contemporary biology and social science. In the decades of the 40s, 50s and 60s, there was much resistance to some of the more grandiose claims concerning the aims and aspirations of the emerging disciplines: that here, indeed, were new paradigms that brought order and unity to inter and intra-disciplinary conceptual confusion. What tended to happen was that useful concepts were borrowed by specialists working within particular disciplines and their origins obscured or forgotten. In recent years, concepts from systems theory have been introduced into the practice of educational psychology. In this essay, I attempt to give some proper grounding for these concepts.