evolution of educational psychology

Evolution of Educational Psychology

Presented by: Mark, Sid, Sally, Ceasar, Mamadou, Jerry, Shivaji, and Elle

Meaning & Historical Background Of Psychology

• The word psychology is derived from Greek word psycho & logos. ‘Psycho’ means “soul” and ‘logos’ means “science”. The science of soul.

• First Stage: Psychology was defined as the “study of the soul”

• Second Stage: It was again defined as the “study of the mind”

Conti…• Third Stage: Again it was defined by William James

(1890) as the “Study of Consciousness”• Fourth Stage: “Study of total Behaviour”

(consciousness and unconsciousness).• It is scientific because it is systematic study of

observable events/behavior and behavior is unlearned process where in include reflexes, physiological process and instincts and it is learned behavior also because all behavior acquire through practice.

• Today Psychology is scientific method of collecting data about individual and groups to analyze and predict their behavior.

Definitions

• “Psychology is the scientific study of the activities of the individual in relation to his environment” by: Woodworth & Marquis

“Psychology today concerns itself with the scientific investigation of behaviour” by: N.L. Munn

Psychology

Pure Psychology Applied Psychology

Industrial

Crime

Military

Clinical

Animal

LegalPlant

Educational

BRANCHES OF PSYCHOLOGY

Basic branch Applied branches• General psychology• Abnormal psychology• Developmental Psychology• Experimental Psychology• Social Psychology

• Educational Psychology• Clinical psychology• Industrial psychology • Forensic Psychology• Health Psychology• Personality Psychology

Our Report Focus more on:

Educational Psychology: Educational psychology is the branch

of psychology concerned with the scientific study of human learning.

Educational psychology

• Educational psychology is nothing but one of the branch of applied psychology.

• It is an attempt to apply the knowledge of psychology to the field of education.

• In other words , educational psychology is the study of the experience and behavior of the learner in relation to educational environment.

DEFINITIONS:

• Crow and Crow put it as: “Educational Psychology describes and explains the learning experience of an individual from birth through old age”.(1973)

• According to Peel: “Educational Psychology is the science of education.(1956)

• It is that branch of psychology which deals with teaching and learning (by: Skinner)

Educational Psychology with regard to Teaching & Learning

• To Know the learner• To select and organize the subject-matter

or learning experiences• To suggest art and techniques of learning

as well as teaching• To arrange learning situation or

environment Cont … …

• To acquaint him with the mechanism of heredity and environment

• Helping in maintaining discipline• Rendering guidance services• Helping in evaluation and assessment• Solving classroom problems• Knowing about himself• Motivation for Teaching and Learning• Knowledge about group study and group

behaviour• All round development personality

EDUCATION AND EDUCATIONAL PSYCHOLOGY

• Education by all means, is an attempt to mould and shape the behavior of students. Its aims to produce desirable changes in them for all-round development of their personalities.

• The essential knowledge and skill to do this job satisfactorily is supplied by educational Psychology as Peels puts it in the following words:

• “Educational Psychology helps the teacher to understand the development of his pupils, the range and limits of their capacities the process by which they learn and their social relationships” (1956)

NATURE OF EDUCATIONAL PSYCHOLOGY

• Its nature is scientific since it has been accepted that it is a science of education.

• The relationship between education and education psychology also throws light on its nature. We can summaries the nature of educational psychology in following ways.

By applying the principles and techniques of psychology, it tries to study the behaviour and experiences of the pupils.

Education Psychology limits its study to the behaviour of the pupils(learner) in relation to educational environment.

Conti…

It gives the necessary knowledge and skill(technical guidance) for giving education to the pupils in a satisfactory way.

It is applied positive science. Educational Psychology is not a perfect science. It employs scientific methods and adopts

scientific approach to study the behaviour of an individual in educational environment.

Scope of Educational Psychology

Learning experiencesLearner or pupil

Teacher

Learning situation and environment

Learning processes

Functions of Educational Psychology

First Function• To afford a thorough knowledge of the nature

of the child

• Second function– To provide an understanding of the nature, aims,

and purposes of education.

Third Function

• To acquire familiarity with the technical vocabulary and to further an understanding and an appreciation of the scientific procedures by which the data of educational psychology are obtained.

Fourth Function

• To provide a significant knowledge of developmental process with particular emphasis upon the promotion, guidance and control of mental and moral aspects.

Fifth Function

• To provide an understanding of the principles governing learning, together with a knowledge of the techniques for guiding improvement in learning and their application to the practical problems in the classroom.

Sixth Function

• To present the theories underlying the measurement and evaluation of mental abilities, aptitudes, achievements, interest and personality organization.

Seventh Function

• To present the principles and conclusions regarding the prevention of all types of maladjustments together with the approved practices for achieving satisfactory adjustments.

Eight Functions

• “Culminating Function”• To inculcate prospective teacher

the realization that the most essential purpose.

The Educational Psychologies of the Greatest Philosophers

ComeniusRousseauPestalozziHerbartFroebel

Spencer DeweyAddamsMontessoriFreire

Comenius

Rousseau

Jean-Jacques Rousseau and Emile

(1712-1778), a Genevan intellect and writer

http://reahguevarra.com/wp-content/uploads/2012/07/jean-jacques-rousseau.jpg


• Plato said that each individual is born with skills appropriate to different castes, or functions of society.

• Rousseau paid respects to the ancient philosopher, he rejected this thinking.

• He believed that there was one developmental procedure common to man; it was a built-in, natural process which the main behavioral manifestation is curiosity.

http://en.wikipedia.org/wiki/Plato

http://reahguevarra.com/wp-content/uploads/2012/07/jean-jacques-rousseau.jpg


• On his book, Emile, Rousseau outlines the process of an ideal education through a hypothetical boy of the titular name, from twelve years of age to the time he marries a woman. Critics said this work of his foreshadowed most modern system of education we have now.

http://www.ilt.columbia.edu/pedagogies/rousseau/index.html

Jean-Jacques Rousseau and Emile• in the 18th Century, held that there is one developmental

process, common to all humans, driven by natural curiosity which drives the child to learn and adapt to its surroundings.

• He believed that all children are born ready to learn from their surroundings so as to grow into virtuous adults, but due to the malign influence of corrupt society, they often fail to do so. To counter this, he advocated removing the child from society during education.

• He also believed that human nature could be infinitely developed through a well-thought pedagogy.

Pestalozzi

John Heinrich Pestalozzi (1746-1827)

- a Swiss pedagogue and educational reformer

- founded several educational institutions both in German- and French-speaking regions of Switzerland

- His motto was "Learning by head, hand and heart“


• Education is a social process of organized growth and development

• Education should be in accordance with laws of natural growth and development of the child

• Lessons were to be learned through direct experience with objects and places through observation, inquiry and reasoning.

• Emphasis or method and technique of imparting knowledge and information

• Reality is objective and is composed of matter and form; it is fixed, based on natural law.

• Knowing consists of sensation and abstraction• Values are absolute and eternal based on

nature’s laws• Subject matter curriculum should be

humanistic


Herbart

John Friedrich Herbart (1776-1841)

• a German philosopher, psychologist, and founder of pedagogy as an academic discipline


• Learning should lead to character formation

• Aim of education should be ethical and moral

• The leader gets meaning from previous experiences to which it is related

• The curriculum should include a wide range of subjects

• Unity could be achieved through reflection and could be greatly aided by a correlation of subject matter


Five Formal Steps in Teaching1. Preparation – recall of old ideas in the

learner’s experience to which the new curriculum can be related.

2. Presentation – a story, demonstration, experiment or a reading assignment that include facts or new materials or ideas of the new material

3. Comparison – connections and associations between the old and the new


4. Generalization – general principle that are formed from the lesson

5. Application – putting the new idea to work


Froebel

Friedrich Wilhelm August Froebel (1782-1852)

• a German pedagogue• a student of Pestalozzi who laid

the foundation for modern education based on the recognition that children have unique needs and capabilities

• He created the concept of the “kindergarten”


• “Father of Kindergarten”• Creative expression should be encouraged• Education should be accompanied with

spirit of informality and joy

• Self-activity as a means of development• Individual differences should be respected • Knowing is the rethinking of latent ideas


• Values are eternal • Play, spontaneous activity should be

utilized to promote self-realization• A subject matter curriculum emphasizing

the great and enduring ideas of culture• Social development


Spencer

Herbert Spencer (1820-1903)

• was an English philosopher, biologist, anthropologist, sociologist, and prominent classical liberal political theorist of the Victorian era


• Knowledge acquired that is best for use in life is also the best for the development of power

• Emphasis on physical activity• Science oriented curriculum

• Societies are bound to change• Opposed to free public education ; those who

really want an education should work hard to acquire the means to attain it


John Dewey (1859-1952)

• was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform.

• Theories focused around practices of practicality; pragmatism


1. Education is life, not preparation for life

2. Education is growth3. Education is a social process 4. Education is a continuous

reconstruction of experiences

He wanted the children to get something out of their education. Through experiments the children

got to interact and see new learning hands on.

• Education is learning by doing• The center of education is the child’s own

social activities• The school is primarily a social institution


Implications of Dewey’s Theory1. The child is made the center oft the

educative process.2. The aims of education are formulated in

terms of child growth and development rather than mastery of subject.

3. The theory of self-activity is the basis of all learning.

4. The school curriculum is organized in terms of activities and projects.

5. School activities are correlated or integrated with real life outside the school.

6. Informal control is exercised in the classroom.

7. Socialized teaching-and-learning or group process or shared activity is utilized.

8. Thinking and reasoning, rather than memorization, are emphasized in the educative process.

Implications of Dewey’s Theory

9. Evaluation is made an integral part of the educative process.

10. Guidance and counseling are essential parts in education.

11. The school is used as an agency to develop democracy.

Implications of Dewey’s Theory

Aims of Deweyan Philosophy of Education

• Character Development• Well-adjusted Personality• Growth

Addams

JANE ADDAMS

http://www.chicagohs.org/aotm/Mar98/mar98fact1.html

•Idealistic•Optimistic•Pragmatic

JANE ADDAMS

Contributions of Jane Addams

“In Twenty Years at Hull House, Jane describes her first experience in East London and the overwhelming poverty which was inflicted upon this city. This city seemed to make more of an impact on her than any other she had visited in Europe. She mentions the attraction she had to poverty-stricken cities. She seems to condemn herself for referring back to literature to explain the extreme poverty to which she had been exposed” (Bettis, 2006).

As a result of these experiences Jane opened the Hull house in Chicago.

• In 1889 Addams and her college friend and intimate partner Ellen Gates Starr co-founded Hull House, a settlement house in Chicago, Illinois. The run-down mansion had been built by Charles Hull in 1856 and needed repairs and upgrading.

• Addams at first paid for all of the capital expenses (repairing the roof of the porch, repainting the rooms, buying furniture) and most of the operating costs. However gifts from individuals supported the House beginning in its first year and Addams was able to reduce the proportion of her contributions, although the annual budget grew rapidly.

• Hull-House was the first co-educational settlement.• A number of wealthy women became important long-

term donors to the House, including Helen Culver, who managed her first cousin Charles Hull's estate, and who eventually allowed the contributors to use the house rent-free. Other contributors were Louise DeKoven Bowen , Mary Rozet Smith, Mary Wilmarth, and others.

The Hull House was a center for research, empirical analysis, study, and debate, as well as a pragmatic center for living in and establishing good relations with the neighbourhood.

Residents of Hull-house conducted investigations on housing, midwifery, fatigue, tuberculosis, typhoid, garbage collection, cocaine, and truancy.

Its facilities included a night school for adults, clubs for older children, a public kitchen, an art gallery, a gym, a girls' club, a bathhouse, a book bindery, a

music school, a drama group and a theatre, apartments, a library, meeting rooms for discussion,

clubs, an employment bureau, and a lunchroom.

Her adult night school was a forerunner of the continuing education classes offered by many universities today. In addition to making available social services and cultural events for the largely immigrant population of the neighbourhood, Hull House afforded an opportunity for young social workers to acquire training. Eventually, Hull House became a 13-building settlement complex, which included a playground and a summer camp (known as Bowen Country Club).

METHODS OF TEACHING

Teaching in a settlement requires distinct methods, for it is true of people who have been allowed to remain undeveloped and whose facilities are inert and sterile, that they cannot take their learning heavily. It has to be diffused in a social atmosphere information must be held in solution, in a medium of fellowship and good will.

Jane Addams ElementarySchool

Jane Addams Middle School

Jane Addamsof

Hull House and the

Women’s International Leagueof

Peace and Freedom

CRITIQUE

Although Jane Addams made great contributions to the field of sociology, she is rarely acknowledged.

CONCLUDING REMARKS

For applied sociologists such as Addams, indications of mutual influence must often besought in non-academic records. Original archival data containing correspondence, newspaper reports, and organizational records relevant to applied sociology can help to fill the gaps in our academic documentation. Such alternative resources are particularly vital in a situation like Addams' where her influence has been buried over the course of several decades.

Jane Addams was the greatest woman sociologist of her

times.

Montessori

Maria Montessori

• Born: August 31, 1870 in Chiaravalle (Ancona), Italy

• Died: May 6 1952, (aged 81) in Noordwijk, Netherlands

• Nationality: Italian

• Education: University of Rome Medical School

• Occupation: Physician and educator known for Founder of the Montessori Method of Education

• Religion: Catholic

• Children: Mario Montessori

The Montessori Philosophy

Freedom and Love

If survival depended solely on the triumph of the strong, then the species would perish. So, the real reason for survival, the principle factor in the “struggle of existence”, is the love of adults for their young.

Her basic assumption:

Every child has an innate potential and an ability to develop in an environment of love and freedom.

Children are the “other pole of humanity” with an essential contribution to life and community.

Self-construction of the Child Starting as a “spiritual embryo”, there is a pre-determined pattern of

development in the psychological, similar to the biological development.

Conditions for the development are: 1. Understanding can develop through interaction with

the environment, including people2. Freedom

Development comes with movement, there is no split between the intellectual and the physical. There is an intense motivation towards his/her own self-construction in a child. Full development of his/her person is the unique and ultimate goal in life. The goal of self-development is rather for service to mankind, as well as individual

The hand opens the mind

Sensitive Periods

Sensitive periods are blocks of time when the child is absorbed with one characteristic of the environment to the exclusion of all others

• Sensitive period for the need of order• Sensitive period for the use of hand and tongue• Sensitive period for the development of walking• Sensitive period for tiny things• Sensitive period for social interest

Before 3 years the functions are being created in (a special pre-conscious state of mind), after 3 years, the functions are developed.

If the child is prevented from following his/her interest of any given sensitive period, the opportunity for a natural conquest is lost forever.

The Natural Psychological Laws

• The Law of Work• The Law of Independence• The Power of Attention• The Inner Formation of the Will• The Development of Intelligence• The Development of Imagination and Creativity• The Development of an Emotional and Spiritual Life

THE MONTESSORI METHOD

Learning Environment

The 2 Essentials of the Montessori Environment are:

1. The Learning Materials and Exercises2. The Teacher The 6 components are: • FREEDOM• STRUCTURE & ORDER• BEAUTY & ATMOSPHERE• NATURE & REALITY• EQUIPMENT• COMMUNITY LIFE

Montessori Materials

One aspect only From concrete to abstract Indirect preparation

From simple to complex Inbuilt control

Learning Centers

• Practical Life & daily Life • Sensorial Life• Language• Mathematics• Science• Art& Culture

Role of the Teacher

1. Observer2. Model 3. Facilitator4. Directress• with an interest in humanity• with ability to see children as unique individuals • with faith that children can and will reveal themselves

Fundamental Lesson

Presentation of the Montessori Materials

Test to find the level of development in the child

If the child is not ready for the material, repeat the presentation at a later time, do not correct the child.

Three Period Lesson:

1. This is…2. Show me..3. What is this?

When introducing words (nomenclature) with the materials

To assist a child we must provide him with an environment which will enable him to develop freely

Free choice is one of

the highest

of all the mental

processes.

To give a child liberty is not to abandon him to himself The essence of

independence is to be able to do something for

one’s self

Of all things love is the

most potent

Freire

104

Paulo Freire:

a man that has influenced on the philosophy of American higher education

“The practice of freedom”

• Paulo Freire (1921 – 1997)• Brazilian educationalist, has left a

significant mark on thinking about progressive practice.

• His Pedagogy of the Oppressed is currently one of the most quoted educational texts (especially in Latin America, Africa and Asia).

• Freire was able to draw upon, and weave together, a number of strands of thinking about educational practice and liberation.

• Sometimes some rather excessive claims are made for his work e.g. ‘the most significant educational thinker of the twentieth century’. He wasn’t – John Dewey would probably take that honour – but Freire certainly made a number of important theoretical innovations that have had a considerable impact on the development of educational practice – and on informal education and popular education in particular.

107

“The practice of freedom”It is solely by risking life that freedom is obtained (Hegel)

• Teachers deal critically and creatively with reality and transform their world

• Co-intentional ducation: teachers and students are permanent re-creators of knowledge

• Radicalization, nourished by a critical spirit, is always creative

108

• The radical committed to human liberation, does not become the prisoner of a “circle of certainty” within which a teacher also imprisons reality

• The more radical a teacher is, the more fully he-she enters into reality so that, knowing it better, he-she can better transform it

109

“Pedagogy of the oppressed”

• Is the educated human the adapted human because he or she is better “fit” for the world?

• Translating into practice, this concept is well suited to the purposes of the oppressors

110

“Pedagogy of the oppressed”

• Students are not deposits of information• Problem-solving education is revolutionary

and trascendent • Immobility represents a fatal threat• The teacher´s thinking is authenticated only by

the authenticity of the students´ thinking• The “Learning Paradigm” angainst the

“Instruction Paradigm”

111

Teachers´virtues

• Coherence – unity in what teachers say, do, and behave

• Tolerance is a revolutionary virtue; tolerance is the wisdom that teaches us to co-live with different people in order to fight against the antagonist

• Humbleness, but not humiliation

Thank You for Listening!

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