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7, second edition (Detroit: Macmillan Reference), pp. 364f. 5. R. C. Bannister (1987), Sociology and Scientism. The American Quest for Objectivity, 1880–1940 (Chapel Hill: University of North Carolina Press); D. Ross (2003), ‘Changing Contours of the Social Science Disciplines’, in T. M. Porter and D. ), The Cambridge History of Science, vol. 7: The Modern Social Sciences (Cambridge: Cambridge University Press), pp. 205–37. 6. J. Habermas (1970 [1964]), ‘The Scientization of Politics and Public Opinion’, in idem, Toward a Rational Society.
In Germany, a strong experimental orientation, for which Wilhelm Wundt’s laboratory was but one example, remained embedded in a tradition of middle-class self-inspection and kept its links to university philosophy. When the German laboratory came to the America via Wundt’s students during the 1880s and 1890s, it took on a utilitarian bent and, given the expansion of the American university system at the time, became a crucial element of institutionalized academic psychology. Influenced by Darwin and Spencer, American psychology came to focus on developmental issues, with a specific interest in children and education.
Mendelsohn, and P. Weingart (1995), ‘Metaphors. ’, in idem (eds), Biology as Society, Society as Biology. Metaphors (Dordrecht: Kluwer), pp. 1–8, at 2; on the ‘bucket’, see the chapter by Benjamin Ziemann and Chris Dols in this volume. 42. P. Wagner (2001), ‘The Mythical Promise of Societal Renewal. Social Science and Reform Coalitions’, in idem, A History and Theory of the Social Sciences (London: Sage), pp. 54–72; idem (1990), Sozialwissenschaften und Staat. Frankreich, Italien, Deutschland 1870–1980 (Frankfurt: Campus), pp.