3. GENERAL ROLE OF PSYCHOLOGY IN EDUCATION
Psychology is supposed to be a branch of science that deals with more
general study of man's nature.
The existence of a separate body of writing labelled "psychology"
might well be viewed as a complex historical accident. At the same time,
psychology has an identity of its own.
The study of interactions between the biological organisms (as man) and
its physical and social environment and systematic knowledge gained
through such studies.
4. Relation to other Branches of Science
First of all the psychologist has tended to approach his subject matter
with a point of view adopted from the better established sciences. most
often physiology or physics.
The relevance of physics as a model for physiological investigation or
for physiological theory has often been questioned, but a certain influence
cannot be denied.
The influence of philosophy on psychology has been
considerable.
The psychology textbook of our great philosopher William James
(1842-1910) is generally acknowledged as an influential classic that is
still worth reading.
5. Relation to Human Behaviour
Psychology touches almost every facet of our lives. As society has
become progressively more complex, psychology has assumed an
increasingly important role in solving human problems.
Some are specific and practical while other problems are of broader
concern. This is another role of psychology. Many years ago education was
a luxury, today the very life of civilisation may depend upon how problem
of education are handled.
It seems that we must be prepared not only for continuous change but
also for possibility of a constantly increasing rate of change.
6. Role to Education
Education cannot remains static under such conditions if it is to survive
as a prime shaper of human destiny. What the current situation requires,
above all else, is a comprehensive approach to the problem of maintaining
efficiency in an ever-changing context.
It is appropriate to call the field of development by the engineer
psychology "the technology of human learning".
A most embarrassing result to educationists could be the discovery that
the real experts on teaching and learning may arise from the ranks of
learning technologists who have never enrolled in a single course in
methods of teaching.
7. Cont…
A correct theory of Education, as indeed of any human activity, can
be founded only on a correct theory of nature of man.
Learning starts at birth or possibly before. We recognized learning when
we observe a relatively permanent change in the behaviour of an
organism brought about by previous activity. Some gestalt
psychologists agree that previous experience is important in achieving
insight.
In a scientific study of learning, our evidence must be objective and subject
to experimental investigation. For similar reasons, we must avoid attributing
human characteristics to animals.
Conditional reflexes are extinguished or die away if they are not
reinforced.
8. NEEDS OF THE STUDENTS
The school is a microcosm of society and the nature of the school
influences the nature of the children in it. School, which fail to
provide a stimulating atmosphere, fails to develop satisfactory
patterns of biological, psychological, emotional and intellectual
behaviour in a child.
A child who is called father of man has different kinds of needs that
are essential for producing a perfect and balanced personality.
Developmental Tasks and Needs
These basic needs give birth to some derived needs. For example, food
is one of the basic needs; but the derived needs from this basic
need of "food" are agriculture, food preservation, knowledge and skill
in agriculture, farm tools etc. these derived needs vary from one social
group to another
9. Conceptions of Education
Education is a social process and there are many kinds of societies, a
criterion for educational criticism and construction implies a particular social
ideal.
"To say that education is a social function, securing direction and
development in the immature through their participation in the life of the
group to which they belong, is to say in effect that education will vary with
the quality of life which prevails in the group.“
All members of community "are aware of their common end" feel
interested in it and regulate their specific activity in view of it. It is ruling
force of their activity.
10. Cont…
The quality of education in a community varies with the quality of the
beliefs and ideals of that community, the best education being
evidently that which prevails in a community which has the best beliefs and
ideals.
A correct theory of education, as indeed of any human activity, can be
founded only on a correct theory of the nature of man.
11. Psychologists and Human Behaviour
"The educational process has no end beyond itself. It is its own end-v-the
educational process is one of continual re-organising, re-constructing.
transforming for the creation and maintenance of the social form of the group
(Society) in the new generation. Since in reality there is nothing to which
growth is relevant, save more growth.
There is nothing to which education is subordinate save more education.
Since the life means growth, a living creature lives as truly and positively
at one stage as at another with the same intrinsic fullness and the same
absolute claims.
Hence, education means supplying the conditions which insure
growth and adequacy of life irrespective of age."
12. Nature of Development
Growth
Maturation
Development
Learning
Development a Creative Process
Nature of Personality Development
13. The Nature Nurture or Heredity
Environment
Controversy has perhaps nowhere become more lively than in the study of
intelligence. Thirty years ago the postulation that the IQ was constant was
rarely questioned.
Experimental evidence now points to the conclusion that under certain
conditions there is a possibility that the IQ may be markedly changed by
environmental and personality factors (Stinch Combe, 1969), but there are
limits to the IQ changes that a salutary environment can produce.
14. CURRICULUM AND PSYCHOLOGY
The advent of innovations in education has necessitated changes in the
organisational and administrative structure of our educational system.
In order to implement these changes in an effective manner, acute need has
been felt for the reorientation of our planners, administrators and
supervisors in the new techniques of educational planning and
management.
Realising this emerging need of the nation, the Allama Iqbal Open University
has launched an M.A. teachers education programme through non-formal
method of education.
15. What is Curriculum?
Primarily, the curriculum is what happens to the children in school as a
result of what teachers do. It includes all the experiences of children for
which the school accepts responsibility.
According to this view, a curriculum is the whole programme used
by the school as a means of accomplishing its purposes assigned by a
particular society or a group.
"Presented instructional contents where instruction stands for a function of
relation between a teacher's behaviour and a pupil's behaviour."
The planned experiences provided by the school to assist the pupils in
attaining the designated learning outcomes to the best of their abilities."
(Neagley & Evns, p.2).
17. Different Concepts of curriculum
During the twentieth century, a large number of definitions have emerged
reflecting the Socio-philosophic orientations of curriculum scholars and
conflicting conceptions of the nature of knowledge and the school.
Tanner and Tanner have very concisely and critically examined various
definitions as follows.
The Traditional Concept
The traditional concept of the curriculum views it as a body of subject matter
set out by teachers, planners and educators for the students.
The Perennialist Concept
The perennialist position on the curriculum exemplified by Huchins holds that
the curriculum should consist principally of permanent studies, that is the
rules of grammar rhetoric and logic and the "great books" of the world.
18. Cont…
The Essentialist Concept
The essentialist position on the curriculum. as represented by Bester is that it
must consist of disciplined study in five areas. Grammar and
Literature; Mathematics; Science; History and Foreign Languages.
The Progressive Viewpoint
According to this concept, curriculum should consist of learning, which an
individual selects, organises and uses, in his current activities or
subsequent behaviour in life.
The Curriculum as a Model of Thoughts
According to this view of the curriculum, there is considered to
be an increasingly wide range of possible modes of thinking about man's
experiences, not the conclusions.
19. Cont…
The Curriculum as Race Experience
Race experience embodies not only the cumulative traditions of
knowledge but also the total culture of society, the common element
that makes a society more than a mere aggregation of individuals.
The Curriculum as Experience
The Curriculum as a Plan
20. Psychological Foundations
Psychology attempts to describe human behaviour and to explain and predict
it. There are various branches of the subject like industrial psychology,
criminal psychology, general psychology and educational psychology etc.
Educational psychology is an important branch of psychology. which studies
human behaviour in educational dimensions.
It describes and explains the learning experiences of an individual from
birth through to old age.
21. The Nature of the Learner
Each learner is an individual. He is duplicated nowhere in the world; he never
has been and never will be.
He has his own peculiar abilities, talents, interests, knowledge, attitudes,
ideals, appreciations, skills and understanding.
All these factors make up his individual personality or self. His self or
personality is the result both of the genetic makeup he has inherited from his
parents and the impact of the socio-physical environment in which he has
lived
22. Implications for the Curriculum
The curriculum is to be adequate for all pupils, it must provide different
experiences and content, so arranged that each pupil can select the
experiences best suited for his particular needs.
At the same time, it must also provide common experiences and
content, so as to meet the needs that youths have in common.
The curriculum must allow pupils to gain common learnings in different
ways and in different amounts.
A curriculum that gives pupils negative views of themselves is a poor
curriculum.
A good curriculum should help boys and girls to develop selves that are
adequate for the performance of their roles in the society and establish
reasonable concepts of their own worth.
23. Cont…
Intelligence and Mental Development
Implication for Intelligence
Attitudes, Ideals and Values
Motivation
24. Main Points
A curriculum is the whole programme used by the school as a means of accomplishing its
purposes assigned by a particular society or a group.
Educational psychology is an important branch of psychology, which studies human
behaviour in educational situations.
Each learner is an individual in behaviour, abilities, interests, knowledge, attitudes, ideals,
skill and understanding.
Learning means to acquire knowledge or skill. It is a continuous process.
Man learns through his experiences. Each experience involves an interaction with the
environment.
Attitudes are emotionalized sets of predispositions that influence our behaviour
with reference to all situations or objects to which they are related. ·
Motivation causes a person to do something. It is a need for learning,
25. PSYCHOLOGY AND SELECTION OF
CONTENTS
Ralph Tyler has, however, differentiated between the terms
"learning experience" and "content." According to him, the term
"learning experience" refers to the interaction between the learner and the
external conditions in the environment to which he can react.
Learning takes place through the active behaviour of the student; it is
what he does that he learns not what the teacher does. It is possible for
two students to be in the same class but for them to be having very
different experiences.
26. Level of Contents and Their Functions
Hilda Taba pointed out the following three levels of content, alongwith
their functions:
Specific Facts and Processes
Basic Ideas
Concepts
27. The Selection of Curriculum Content,
Principles and Criteria
The Need for Selection
The nature of the learner and of the education process bears on the
selection of materials and experiences,. Flexibility is therefore
important.
The study of youth provides many clues, which are useful and an
understanding of the learner is indispensable. As changes take place in
our concept of learning, they operate to produce changes in curricular
content.
Finally, for social continuity and national integrity, it is important that
the Islamic values and the ideology of Pakistan are provided for boys
and girls through selected content which prepares them to be true
Pakistanis and competent persons in their respective fields.
28. Principles for Selecting Curriculum
Content
Promoting Islamic Ideology
Developing Social Understanding
Promoting Maximum Personal Development
Promoting Continuity of Experience
Providing for Educational Aims
Maintaining the Balance among all the Goals
Involving the Pupils in the Learning Experiences
Using Effective Learning Experiences
29. Criteria for Content Selection
1) Does the curriculum content reflect the basic principles of Islamic values
and teachings?
2) Does the content contribute to the growth and development of an Islamic
society?
3) Is the content significant to an organised field of knowledge?
4) Does the content stand the test of survival?
5) Is the content useful?
6) Is the content interesting to the learner?
30. Procedures of Contents
The Judgmental Procedures
The Experimental Procedures
The Analytical Procedure
31. Documentary Analysis
The investigator makes an analysis of magazines, correspondence,
public records etc. These findings throw light on what will be needed
by concerned people.
Observing the Performance of People
A group of people is observed and tabulated for curriculum development.
32. The Consensual Procedure
The Consensual Procedure is a way of collecting people's opinions about
that they believe the curriculum should be.
The results of the consensual procedure are expressed in terms of the
number of persons, or percentage of persons of a particular
community or group who believe that such and such materials should be
taught in schools.
33. SYCHOLOGY AND TEACHER
Introduction
Psychology touches almost every factor of our lives. As society has become
progressively more complex, psychology has assumed an increasingly important
role in solving human problems, some are specific and practical while other
problems are of broader concern.
Development is a never-ending process that continues from conception to
death.
Each child is an individual, developing at an individual rate. Normal
development takes in a wide range. All growth, physical, emotional and mental-is
inter-related.
Mental development proceeds from the concrete to the abstract and from ability
to think. It proceeds from general to the specific towards fine discrimination.
34. Cont…
Learners Needs
Teacher's Influence on Behaviour
Teacher's Role in Learning
The Dynamics of Teacher - Pupil Interaction
Behaviour Problems and Teacher Personality
Effect of Teacher's Knowledge
Different Opinions about Education
35. TEACHING STRATEGIES AND LEARNING
EXPERIENCES
The Development of the School Child
Individual Differences
Teaching Strategies
Child and Learning Theory
Psychological Characteristics of Children
Need to Play
