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
Legal
Plant
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
Comenius
Rousseau
Pestalozzi
Herbart
Froebel
Spencer
Dewey
Addams
Montessori
Freire

Jean-Jacques Rousseau and Emile
(1712-1778),
a Genevan intellect and writer

• 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.

• 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.

• 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.

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“

John Heinrich Pestalozzi (1746-1827)
• 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
John Heinrich Pestalozzi (1746-1827)

John Friedrich Herbart
(1776-1841)
• a German philosopher,
psychologist, and founder
of pedagogy as an
academic discipline

John Friedrich Herbart (1776-1841)
• 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 Teaching
1. 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

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”

Friedrich Wilhelm August Froebel (1782-1852)
• “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

Herbert Spencer
(1820-1903)
• was an English philosopher,
biologist, anthropologist,
sociologist, and prominent
classical liberal political theorist
of the Victorian era

Herbert Spencer (1820-1903)
• 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
Herbert Spencer (1820-1903)

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

John Dewey (1859-1952)
1. Education is life, not preparation for
life
2. Education is growth
3. 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
John Dewey (1859-1952)

Implications of Dewey’s Theory
1. 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.

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.

Aims of Deweyan Philosophy
of Education
• Character Development
• Well-adjusted Personality
• Growth

•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
of
Hull House
and the
Women’s International League
of
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.

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

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 people
2. 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

Learning Environment
The 2 Essentials of the Montessori Environment are:
1. The Learning Materials and Exercises
2. 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. Observer
2. Model
3. Facilitator
4. 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 himwith
an environmentwhich will enable himto
develop freely Free choiceis
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

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!
Enjoy your weekend…

Evolution of Educational Psychology

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