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Psychology & philosophy of education

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Psychology & philosophy of education
Psychology & philosophy of education
Psychology & philosophy of education
 Philos-Loved or dear or friend.
 Sophos- Sage or wise person.
 Philosopher is lover of wisdom.
 Purpose  of education
 Definition of learning
 How learning should occur
 Relationship between teacher and student
 What knowledge is important?
 What is taught?
 How and why you assess?
 Classroom management
Psyche
(Soul)



         Psychology

Logos
  (To
study)

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Psychology & philosophy of education

  • 4.  Philos-Loved or dear or friend.  Sophos- Sage or wise person.  Philosopher is lover of wisdom.
  • 5.  Purpose of education  Definition of learning  How learning should occur  Relationship between teacher and student  What knowledge is important?  What is taught?  How and why you assess?  Classroom management
  • 6. Psyche (Soul) Psychology Logos (To study)
  • 7.  “Psychologyis a science which aims to give us better understanding and control of behaviour of organisms as a whole.”  Now Psychology is defined as “the scientific study of observable behaviour.”
  • 8.  Educe – to draw forth, bring out qualities that are there.  Education- process of bringing forth qualities.  Use knowledge to bring forth qualities.
  • 9.  “Education is the process of development which consists of the passage of human being from infancy to maturity, the process whereby he adapts himself gradually in various ways to his physical, social and spiritual environment.” T Raymont.
  • 10. 1. The study of how people learn. 2. Topics: memory, thinking, human development, learning behaviours, motivation, individual differences, intelligence, creativity, teaching strategies and assessment.
  • 11.  Research- basis of educational psychology.
  • 12. 1. Theories – organise empirical facts 2. Educational decisions/practices-theoretical context (based on theory) 3. Different theories explain data differently 4. Theories are created by research- based evidence Theories are based on different perspectives. These perspectives form the educational philosophy of a teacher.
  • 13.  How humans develop (emotionally, physically, socially, intellectually etc.)  How they learn  How they should be taught
  • 14.  Behavioural Learning Theory.  Cognitive Learning Theory.  Constructivist Learning Theory.  Social Learning Theory.  Humanistic Learning Theory.
  • 15. Active Lectures Case Study Discussion Learning
  • 16. Integrated Cooperative Distant Technology Learning Learning
  • 17. Fit the lecture to the audience Focus your topic - remember you cannot cover everything in one lecture Prepare an outline that includes 5-9 major points you want to cover in one lecture Select appropriate examples or illustrations Organize your points for clarity Present more than one side of an issue and be sensitive to other perspectives Repeat points when necessary Be aware of your audience - notice their feedback Be enthusiastic - you don’t have to be an entertainer but you should be excited by your topic.
  • 18. Providing an opportunity for students to apply what they learn in the classroom to real-life experiences has proven to be an effective way of both disseminating and integrating knowledge. The case method is an instructional strategy that engages students in active discussion about issues and problems inherent in practical application. It can highlight fundamental dilemmas or critical issues and provide a format for role playing ambiguous or controversial scenarios.  Course content cases can come from a variety of sources. Many faculty have transformed current events or problems reported through print or broadcast media into critical learning experiences that illuminate the complexity of finding solutions to critical social problems.
  • 19.  Discussion. There are a variety of ways to stimulate discussion. For example, some faculty begin a lesson with a whole group discussion to refresh students’ memories about the assigned reading(s). Other faculty find it helpful to have students list critical points or emerging issues, or generate a set of questions stemming from the assigned reading(s).
  • 20.  Active learning is defined as learning environments that allow “students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning”  . Many studies show that learning is enhanced when students become actively involved in the learning process. Instructional strategies that engage students in the learning process stimulate critical thinking and a greater awareness of other perspectives.
  • 21.  Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. This stresses the importance of faculty and student involvement in the learning process.
  • 22. Integrating Technology. Today, educators realize that computer literacy is an important part of a student's education.  Integrating technology into a course curriculum when appropriate is proving to be valuable for enhancing and extending the learning experience for faculty and students.  Many faculty have found electronic mail to be a useful way to promote student/student or faculty/student communication between class meetings.  Others use on-line notes to extend topic discussions and explore critical issues with students and colleagues, or discipline- specific software to increase student understanding of difficult concepts.
  • 23.  Distance Learning. Distance learning is not a new concept. We have all experienced learning outside of a structured classroom setting through television, correspondence courses, etc. Distance learning or distance education as a teaching pedagogy, however, is an important topic of discussion on college campuses today.
  • 26.  Initially we thought of psychology as a study of soul and then rejected this idea on the grounds that, how can we study Soul.  Secondly we came to define psychology as a study of mind and then realised that how can we study mind and the definition becomes very confusing so rejected that definition too.  Thirdly we came to believe in psychology as the study of consciousness but then that also eludes the aspect of unconscious actions and sub conscious actions.  Finally Psychology came to defined as………
  • 27.  Any manifestation of life is activity and behaviour is the collective name of these activities.  The behaviour includes all conscious, subconscious and unconscious activities of the human mind, hence covers not only the overt but also the covert behaviour including all inner experiences and mental processes.

Editor's Notes

  1. Education is the process of development which consists of the passage of human being from infancy to maturity, the process whereby he adapts himself gradually in various ways to his physical, social and spiritual environment.
  2. Theories are based on research. They are not based on what I think. It is based on systematic observation. Theory help us to understand facts. Hypothesus is an untested ideas. Education should be based on solid educational theory.
  3. Social : Imitation. No definite reinforcement. Extension of B& Cog. Violence. Imp of teacher.
  4. Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate.
  5. Obviously, a successful class discussion involves planning on the part of the instructor and preparation on the part of the students. Instructors should communicate this commitment to the students on the first day of class by clearly articulating course expectations. Just as the instructor carefully plans the learning experience, the students must comprehend the assigned reading and show up for class on time, ready to learn.
  6. Founders: Meyers and Jones (1993) Although there are times when lecturing is the most appropriate method for disseminating information, current thinking in college teaching and learning suggests that the use of a variety of instructional strategies can positively enhance student learning. Obviously, teaching strategies should be carefully matched to the teaching objectives of a particular lesson.
  7. It is a separate strategy that encompasses a broader range of groupk interactions such as developing learning communities, stimulating student/faculty discussions, and encouraging electronic exchanges.
  8. When integrating cooperative or collaborative learning strategies into a course, careful planning and preparation are essential. Understanding how to form groups, ensure positive interdependence, maintain individual accountability, resolve group conflict, develop appropriate assignments and grading criteria, and manage active learning environments are critical to the achievement of a successful cooperative learning experience. Before you begin, you may want to consult several helpful resources which are contained in Appendix N. In addition, the Program in Support of Teaching and Learning can provide faculty with supplementary information and helpful techniques for using cooperative learning or collaborative learning in college classrooms.
  9. Distance learning is defined as 'any form of teaching and learning in which the teacher and learner are not in the same place at the same time' (Gilbert, 1995).