Has Psychology Anything to offer the Teacher?

The view put forward is that psychology’s contributions to the teacher lie primarily in offering conceptual schemes (an example of which is presented) in terms of which the interactions between teachers and learners can be analysed; and in providing a source of ideas on children’s cognitive development. With respect to the latter, the views of Piaget as applied to education are discussed, and it is argued that their use to the teacher is negligible. Finally the attempts to define and assess creativity in children are discussed: the conclusion is that these attempts are quasi-political in nature and are based upon abuse of the technology of mental measurement.