Addressing an Identity Crisis of a Different Sort: A Response to Berliner’s Call to Action

Abstract

In "Educational Psychology as a Policy Science," David expresses a frustration that many of us have felt for a long time: As a discipline, educational psychology has had little impact on educational decision making and policy setting. Decisions about which instructional goals to prioritize, which teaching practices to encourage through training and federal funding, which assessment instruments to employ in measuring student progress and achievement, and so on——such decisions are often made by individuals who have little knowledge or understanding of basic principles of learning, development, and motivation, and little awareness of sound assessment practice.

As Berliner points out, the alarm sounded in A Nation at Risk (National Commission on Excellence in Education, 1983) flies in the face of data indicating that national achievement levels are not declining (e.g., see Berliner & Biddle, 1995). We do, however, have significant problems that must be addressed. Dropout rates are high, especially in urban and rural areas, and especially for students from low-income families. Some students who graduate have reading and writing skills insufficient for tackling the complex demands of today’s society. Many more do not critically evaluate the things they read and hear.

Berliner urges us to enter directly into policy debates, to bring our expertise into the arena of educational decision making. I certainly agree, but I think we can have an even greater impact if we take a hard look at, and then address, the possible reasons why, at present, our discipline is not informing educational practice to the extent that it could or should. In the upcoming sections, I make four points. First, it is our mainstream "culture"--which includes widely shared beliefs and misconceptions about human nature--that not only guides current educational decision making but also determines the "problems" that are identified. Second, if concepts and principles of educational psychology are to influence problem identification and inform educational decision making, they must become a part of that mainstream culture. Third, we ourselves may be largely to blame for our current out-of-the-mainstream status. Finally, we ourselves must be the ones to change this state of affairs; I offer my thoughts about what will work--and what probably will not work--in bringing our contributions to the decision-making table.