Psychology, Education and the Ghost of Kaspar Hauser

Abstract

It is argued that the interventions of psychology have changed their predominant goals and orientation in recent times. Previously, psychology operated practices of differentiation within the school population, preserving the ‘normal’ through the exclusion of the deviant. Now, the predominant orientation is one of normalisation. The ideology of normalisation is shown to ‘fit’ with the generalities of the ‘new’, social-critical developmental psychology; but the predominant model for the implementation of normalisation practices utilises behavioural pedagogies and objectives-based curricula. The question is considered of whether there might be a social-developmental alternative.