ArgumentThe article uses three case studies from the 1920s to explore how psychologists and elementary school teachers employed psychological techniques to gain knowledge about elementary school children and their milieu. It begins by describing the role of the elementary school and the elementary school teacher in the Weimar Republic. It then discusses the so-called “observation sheets” that were used in elementary schools in the 1920s to gain insights into the mental and moral characteristics of pupils. Third, it examines psychological experiments (...) undertaken in elementary school classrooms based on the exemplar case of a single teacher/experimenter, before concluding with a comparison of the two practices. I argue that psychology gained in standing through this history, becoming recognized as a foundational science in the context of education. Teachers used the professionalization of observation techniques in school to enhance their socio-epistemic status. (shrink)

This introduction to the following five articles discusses concepts, practices and debates before and after the adoption of the term “questionnaire” in the late nineteenth century. Information gathering by way of itemized questions was established in the early modern period (c. 1500–1700). Developments associated with questionnaires in the modern period (such as mass standardized items) began in the late 1800s; but there was significant scrutiny of the questionnaire itself in the decades between the two World Wars.

Presented here is an overview from the standpoints of sociology, history of science, philosophy of science and “pure science” of the lingering question of whether sociology is a form of scientific pursuit. The conclusion is drawn that sociology barely meets any of the rigid criteria traditionally associated with the natural sciences. Sociology is viewed as having a position of theory and argument which is labeled “inconoclastic scepticism.”.

Central planners and citizens, conservatives and reformers, 19th-century liberal statisticians and today's advocates of sustainable development all draw on statistics for the elaboration and communication of political visions. Yet, this striking phenomenon has so far largely escaped the attention of political philosophers in the English-speaking world. As politics has come to be informed and shaped by statistics, there is a need to scrutinize omnipresent statistical accounts for their political vision. Taking as its political vision the idea of society as a (...) fair system of co-operation, this thesis offers a series of essays towards a political philosophy of statistics. To this end, the thesis retrieves the statistical macro-scopic point of view in the vision of co-operation as spelled out by John Rawls and contrasts this uptake of statistics with the one in Martin Heidegger's phenomenology of everydayness. The goal is to make explicit the implicit role of statistics in the philosophical reflection of these thinkers. This thesis then argues for the place of statistics in a system of co-operation in terms of accountability institutions. It also engages the contemporary political issue of sustainable development, which has seen the rapid development and use of statistics. It argues that the Index for Sustainable Development is not a measure of sustainable development, but rather a debunking index. As such, it is a stepping stone for more systematic accounts, such as the eco-space proposal. For these proposals to make a positive contribution to sustainable development, they must be situated within a vision of large-scale political society. (shrink)