1)What is Pedagogy ? 2)Definition of critical pedagogy ? 3)Exploring the field of educational psycho 4)Scope of Educationnel Psychology

1. PEDAGOGY
(ˈpɛdəɡɒdʒi, -ɡoʊdʒi, -ɡɒɡi/),

2. What is Pedagogy
 Pedagogy most commonly understood as the approach to teaching, refers to the
theory and practice of learning, and how this process influences, and is influenced
by, the social, political and psychological development of learners.
 Pedagogy, taken as an academic discipline, is the study of how knowledge and
skills are imparted in an educational context, and it considers the interactions that
take place during learning. Both the theory and practice of pedagogy vary greatly,
as they reflect different social, political, and cultural contexts.
 i.e. the method and practice of teaching, especially as an academic subject or
theoretical concept.

3. Definition of critical pedagogy
 After they reach the point of revelation where they begin to view their present society as deeply
problematic, the next behavior encouraged by the teacher is sharing this knowledge with the attempt
to change the oppressive nature of the society.
 Traditionally, teachers were perceived as the source of knowledge, and learners as the passive
recipients of knowledge.
 Paulo Freire, the father of critical pedagogy, calls this a banking view of education. This teacher-
student relationship is analogous to depositing money in a bank they become active when they
produce a discussion which both parties ask question and reflect on answers. According to this view,
learners are expected to “receive, memorize and repeat” (Freire, 1970) what teachers deposit.

4. Exploring the field of
educational psycho:
• what is education ?
• what is educational psychology ?
• Educational Psychology.

5. what is education ?
 IN English the term “education” has been derived from tow Latin words “Educare” (educere) and
“Educatum”.Educare means to train, it again means to bring up or to lead out or to draw out
,propulsion from inward to outward. The term “Educatum” denote the act of teaching.it throws the
light on the principles and practice of teaching.
 In the narrow sense, education is limited to the instruction in school, college and university.
Education of the child starts as he enters the school where definite amount of knowledge is given.
 In broader sense, education is life long process. It is a process that goes on throughout life and is
promoted by every experience in life.

6. what is educational psychology ?
 Educational psychology is the study of the behavior of students during teaching-learning process.
 According to Skinner, “Educational Psychology is that branch of psychology which deals with
teaching and learning.
 So educational psychology is the psychology of teaching and learning. Educational psychology
helps the teacher to understand the development of his pupils., the range and limits of their
capacities, the processes by which they learn, and their social relationships.
 Educational psychology is the principle and techniques essential for:
1. Understanding the behavior of the pupil in response to the educational environment.
2.Desired modification of his behavior to bring an all-round development of his personality.

7. Educational Psychology
 Is the branch of psychology in which the finding of psychology are applied in the field of education. Its is
the scientific study of human behavior in educational setting.
 Educational psychology, as the name suggests, merges concepts in education and psychology to explain
how students learn through instruction.
 Some of the major topics of interest within educational psychology include:
 Educational Technology: Looking at how different types of technology can help students learn.
 Instructional Design: Designing learning materials.
 Special Education: Helping students who may need specialized instruction.
 Curriculum Development: Creating curriculums can maximize learning.
 Organizational Learning: Studying how people learn in organizational settings.
 Gifted Learners: Helping students who are identified as gifted learners.

8. Nature of Educational Psychology
Educational Psychology is a science.
(Science is a branch of study concerned
with the observation of facts and
establishment of verifiable general laws.
Science employs certain objective methods
for the collection of data. It has its
objectives of understanding, explaining,
predicting and control of facts.) Like any
other science, educational psychology has
also developed objective methods of
collection of data. It also aims at
understanding, predicting and controlling
human behavior.
 Educational Psychology is a natural
science. An educational psychologist
conducts his investigations, gathers his
data and reaches his conclusions in
exactly the same manner as a physicist or
the biologist.
 Educational psychology is a social
science. Like the sociologist,
anthropologist, economist or political
scientist, the educational psychologist
studies human beings and their sociability.

9. Historical background
1. The early years
Plato and Aristotle : the origins of Educational Psychology traces back to Plato who saw knowledge acquisition as
an innate ability, which evolves through experience and understanding of the world .
 Then , Aristotle, Plato's student, was the first who observe the phenomenon of "association" .His four laws of
association included succession, contiguity, similarity, and contrast facilitate the process of comprehension. His
studies examined recall and facilitated learning processes.
John Locke: who considered the father of English psychology. He Hypothesis:
People learn primarily from external forces
You cannot learn from being alone.
 He also conveyed the term Tabula Rasa which means ‘clean or blank slate’. This term states that at birth, we,
humans, know nothing. And as we grow, the clean slate starts to be scribbled with knowledge and experience.
Also ,the successions of simple impressions give rise to complex ideas through association and reflection
 He followed by contrasting Plato's theory of innate learning processes. Locke believed the mind was formed by
experiences, not innate ideas. Locke introduced this idea as "empiricism," or the understanding that knowledge
is only built on knowledge and experience.

10. Historical background
2. Before 1890:
 Johann Pestalozzi: (1746-1827)Known as the first Applied Educational Psychologist. He
was the First educator who attempted to put Rousseau’s teachings into practice drawing
children upon their natural interests and activities
 He emphasized on the child rather than the content of the school .Pestalozzi fostered an
educational reform backed by the idea that early education was crucial for children, and
could be manageable for mothers.] Pestalozzi has been acknowledged for opening
institutions for education, writing books for mother's teaching home education, and
elementary books for students. In his later years, he published teaching manuals and
methods of teaching.

11. Historical background
 Johan Herbart: Known as the Father of Scientific Pedagogy (1776–1841).He believed
that learning was influenced by interest in the subject and the teacher .He thought that
teachers should consider the students' existing mental sets—what they already know—
when presenting new information or material. Herbart came up with what are now known
as the formal steps. The 5 steps that teachers should use are:
 Review material that has already been learned by the student
Prepare the student for new material by giving them an overview of what they are
learning next
Present the new material.
Relate the new material to the old material that has already been learned.
Show how the student can apply the new material and show the material they will
learn ne

12. Historical background
3.the golden era:1890–1920 it also known as founding period
 there were three major figures in educational psychology in this
period: William James, G. Stanley Hall, and John Dewey. These
three men distinguished themselves in general psychology and
educational psychology, which overlapped significantly at the
end of the 19th century. They demarcated psychological
thinking from philosophical thoughts and they establish new
theories of learning and methods to examine them.

13. Historical background
4. the prominence era :1920/the present Day:
 Jerome Bruner
 He advocated for discovery learning where teachers create a problem
solving environment that allows the student to question, explore and experiment. In his
book The Process of Education Bruner stated that the structure of the material and
the cognitive abilities of the person are important in learning. He emphasized the
importance of the subject matter. He also believed that how the subject was structured was
important for the student's understanding of the subject and it is the goal of the teacher to
structure the subject in a way that was easy for the student to understand. Bruner was also
influential in the development of MACOS, Man: a Course of Study, which was an
educational program that combined anthropology and science. The program explored
human evolution and social behavior. He was interested in the influence of culture on
education and looked at the impact of poverty on educational development.

14. Historical background
Benjamin Bloom(1903–1999)
 spent over 50 years at the University of Chicago, where he worked in the department of
education. He believed that all students can learn. He developed taxonomy of educational
objectives. The objectives were divided into three domains: cognitive, affective, and psychomotor.
The cognitive domain deals with how we think. It is divided into categories that are on a continuum
from easiest to more complex. The categories are knowledge or recall, comprehension, application,
analysis, synthesis and evaluation. The affective domain deals with emotions and has 5 categories.
 The categories are receiving phenomenon, responding to that phenomenon, valuing, organization,
and internalizing values. The psychomotor domain deals with the development of motor skills,
movement and coordination and has 7 categories, that also goes from simplest to complex. The 7
categories of the psychomotor domain are perception, set, guided response, mechanism, complex
overt response, adaptation, and origination. The taxonomy provided broad educational objectives
that could be used to help expand the curriculum to match the ideas in the taxonomy. The taxonomy
is considered to have a greater influence internationally than in the United States. Internationally,
the taxonomy is used in every aspect of education from training of the teachers to the development
of testing material.

15. Historical background
 Bloom believed in communicating clear learning goals and promoting an
active student. He thought that teachers should provide feedback to the
students on their strengths and weaknesses. Bloom also did research on
college students and their problem solving processes. He found that they
differ in understanding the basis of the problem and the ideas in the
problem. He also found that students differ in process of problem solving
in their approach and attitude toward the problem.[

16. Historical background
Nathaniel Gage
 Nathaniel Gage (1917 -2008) is an important figure in educational
psychology as his research focused on improving teaching and
understanding the processes involved in teaching.[ He edited the
book Handbook of Research on Teaching (1963), which helped
develop early research in teaching and educational psychology. Gage
founded the Stanford Center for Research and Development in
Teaching, which contributed research on teaching as well as
influencing the education of important educational psychologists.

17. Scope of Educationnel
Psychology:
Psychology comes from two Greek words “Psyche”= soul, mind /
“Logos”=study of.” Combined, they refer to “the study of the mind.

18. The learner
 Learner : the total subject matter of educational psychology primarily revolves around this factor
learner, where he plays the main and leading role .
 The need of knowing the learner how fast or slow he/she learns. i.e. it is necessary to know the
individuality and personality of learner .
 Educational psychology plays its role very efficiently in this concern by examine the following:
 The study of child, his attitude, aptitude, intelligence, creativity and the aspects of motivation.
 Individual differences among children.
 Various stages of growth and development.
 Personality and influence of child’s environment on his personality.

19. The Learning Process:
 After knowing the learner and deciding what learning experiences are to be provided,
Educational Psychology moves on to the laws, principles, and theories of learning. Other
items in the learning process are remembering and forgetting, perceiving, concept
formation, thinking, and reasoning, problem-solving, transfer of learning, ways and means
of effective learning, etc.
 To make learning process flexible Educational psychology examines aspects:
 Nature of learning or learning material.
How this learning should take place?
 Different theories of learning.
How maximum learning can be achieved in a minimum time.

20. Learning situation
It deals with the environment factors and learning
situation which come midway between the learner and
the teacher . The role of the teacher here is to use
motivational techniques and to know how to manage the
classroom climate and groups’ dynamic which facilitate
learning , evaluation techniques, practices ,guidance,
counseling …etc.. i.e. it helps in the smooth unction o
teaching and learning process.

21. Teaching situation
Suggest the techniques of teaching.it also helps in
deciding what learning situation should be provide by
teacher to learner according to his mental and physical
age, his previous knowledge and interest level. By
describing the learners characteristics ,what teaching
aid are appropriate for the particular subject.

22. Evaluation of Learning performance
 knowledge and interest level. By describing the learner’s characteristics, what
teaching aids are appropriate for the particular subject Evaluation of Learning
Performance Main objective of education is an all-round development of the
learner.
 Educational Psychology suggests various tools and techniques for assessment and
evaluation such as performance tests, oral tests, and written tests.
 It does not stop at measurement only, after the testing results of the test are
analyzed causes for poor performance, backwardness in any aspect of
development is corrected by maladjustment are helped by guidance and
counseling study habit, examination techniques and learning styles are analyzed
and helped the learner so that he can overcome the difficulties.

23. Teacher
The educational psychology emphasis on the need to
know the se or the teacher to pay his role properly in
the process o education . It sheds light on the essential
personality traits ,interests ,aptitudes, the characteristics
o effective teaching ..etc. to inspire the teacher or
becoming a successful one.

24. Boutaghane Mouna
Djebar Zineb
Ghedjati Besma

25. links
 http://ilabpsychology.weebly.com/general-psychology/historical-background-of-
educational-psychology historical background
 https://en.wikipedia.org/wiki/Educational_psychology#Plato_and_Aristotle
historical background
 http://archive.mu.ac.in/myweb_test/SYBA%20Study%20Material/edu-
II%20psycho.pdf the scope of educational psychology

26.  https://www.k12academics.com/educational-philosophy/critical-pedagogy
critical pedagogy
 https://www.edumaxi.com/what-is-critical-pedagogy/ critical pedagogy

27. videos
 https://www.youtube.com/watch?v=vo4pMVb0R6M Intro to Psychology: Crash Course Psychology #1
 https://youtu.be/hFV71QPvX2I Psychological Research: Crash Course Psychology #2
 https://youtu.be/tSCtINPumVY Educational psychology
 https://youtu.be/EP2PQq8Lc18 Educational Psychology EDUCATIONAL PSYCHOLOGY NATURE &
SCOPe
 https://youtu.be/SAvrQAyCzkc?t=52 Educational Psychology: Applying Psychology in the
Classroom
 https://youtu.be/i2r_snI3r7A Foundations of Educational Psychology
 https://youtu.be/2CievmFesdg Nature and Scope of Educational Psychology
 https://youtu.be/SAvrQAyCzkc Educational Psychology: Applying Psychology in the Classroom

28. videos
 https://www.youtube.com/watch?v=BTf6jQj2dl4 What is PEDAGOGY? What
does PEDAGOGY mean? PEDAGOGY meaning, definition & explanation
 https://youtu.be/ZljTKhd6hsA What is CRITICAL PEDAGOGY? What does
CRITICAL PEDAGOGY mean? CRITICAL PEDAGOGY meaning
 https://www.youtube.com/watch?v=OOy3m02uEaE bloom’s taxsonomy