T. Tsutsui organizer and speaker, emphasizes seven sins in educational psychology a deduction from a certain dualism between mind and body: 1. Educational psychology cannot understand the relation between concrete things and the mind. 2. It cannot explain the existence of other persons, and entrust it to the belief. 3. It instigates the competition of merits and points. 4. It treats the object of study as a thing. 5. It subordinates people to the investigating or teaching persons. 6. It also promotes the tendency that people make themselves subordinate to other persons.7. It ignores the relational existence of everything.
E. Yamashita has hitherto inquired into educational realities from phenomenological point of view. But he insists now on the particular importance of the “discriminating problems” in Japan he not only observes phenomenological facts of discrimination, but also commits himself to the side of the “discriminated”. According to him, existing educational psychology is in danger of taking part with governing and discriminating powers: for example, the compulsion of hard experiment to the weak “subjects”, the testing in order to discriminate elite from other people, etc. He declares the meaninglessness of so-called experimental or positive data which have no reflection on the latent social purposes behind “scientific” investigations. Yamashita's phenomenological position seems more active than that of other phe-nomenological psychologists.
K. Nakazawa is a biologist and an investigator of early childhood education. According to her experience as biologist, the study of biology has been carried on from passionate motive,“simply because I like it”, even if it is of no use in practical life.
At present, however, the social situation versus sciences has quite changed; the application of biology in actual society has brought the weed killer on one hand and the bacteria weapon on the other. Even pure motives towards basic sciences may be a danger if used for evilly social aims; scientists who have no perspective in general human questions must not engage in biological study. In educational psychology too, the same circumstances as the above-mentioned ones exist. Nakazawa insists on the necessity of a psychological study on educational goals, and on the attitude of psychologists; he puts much emphasis on the fact that such a study should be done not from an adult's but from a child's point of view.