 As mentioned above, psychology and pedagogy were inseparable in Vienna’s intellectual, scientific and political culture of the 1920s. Glöckel’s school reform movement of 1922 onwards advocated empirical research in pedagogy, it separated school from church and promoted social equality. Child welfare became a central concern and attracted the pedagogical interest for intellectual and or political reasons of Popper, Wittgenstein and Neurath (on Popper see Hacohen 2002; Wittgenstein see Bartley 1974 and Peters 2001). In their pedagogical activities one can find the roots of some of their epistemological views. Popper and Wittgenstein became school-teachers and Wittgenstein even published in 1925 a spelling dictionary, Wörterbuch für Volksschullen. Lili Roubiczek, a student of Maria Montessori in London and Karl Bühler in Vienna established a Montessori school in 1923 and soon Montessori ideas attracted educators and psychologists alike (from Charlotte Bühler to Anna Freud) (Kramer 1988). Montessori stressed the idea of the child’s capacity for active self-directed learning through sensory and motor interaction with the environment with guidance and error-correcting feedback. Gestalt psychologists, psychoanalysts and others defended similarly active models of the child’s mind. 