UNIT-1: PSYCHOLOGY AND ITS EDUCATIONAL IMPORTANCE
- MEANING OF PSYCHOLOGY
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- BRANCHES OF PSYCHOLOGY
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- MEANING OF EDUCATIONAL PSYCHOLOGY
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- APPLICATION OF KNOWLEDGE OF PSYCHOLOGY ON EDUCATION
PSYCHOLOGY
Gradual evolution of the term psychology:
1. Etymologically the word ’ Psychology’ has been derived from the two Greek words’ Psyche’ means ‘Soul ’ and ‘Logos’ means ‘science’ or ‘study of’. Thus, the meaning of the word’ Psychology’ is the science of Soul.
Ancient Greece like Aristotle and Plato believed that Psychology is the science of soul. Rudolf Goeckle used the word psychology for the first time as a separate subject in 1950. In the beginning Psychology was a branch of Philosophy. Psychology becomes an independent subject since 16th century. Soul is invisible and we cannot have direct experience. The soul is an abstract entity and is beyond our study. Thus, the concept of Psychology as the ‘science of soul’ did not remain popular and was rejected.
2. In the 18thcentury psychology was defined as the science of mind’. Descartes defined psychology as the science of mind. Later on this too was rejected as the mind itself was equally vague like that of the soul and it could not determine and objectively study.
3. Afterwards Psychologists like William James and William Wundt defined psychology as the science of consciousness. Consciousness goes to mean immediate awareness of the mind. We are aware of what happens in the conscious mind. We can report it and study it reliable on the scientific basis. But even this meaning of Psychology as the science of consciousness was discarded by Philosophers on the ground that it does not include the sub-conscious and un-conscious activities of the mind. It was further made known that un-conscious occupies the larger part of mind to which attention needs to be directed. Sigmund Freud, the father of un-conscious school of Psychology [father of school psycho-Analysis] rejected this concept as there are other parts of consciousness like un-consciousness and sub-consciousness.
4. From the 19th century onwards, with the advent of the modern era of scientific investigation and thought, the Behaviorism Psychologists like J.B Watson, Pillsbury and Mc Dougall began to define Psychology as the science of the behavior of an organism.
The latest and the modern concept of psychology is the science of behavior and experience. The term behavior includes all the activities both internal and external, Cognitive, Conative and affective aspects of both human and animal. Behavior concerns with all the segments of human mind-conscious, sub-conscious and un-conscious. Behavior is an action that can be observed objectively. Thus, Psychology includes all the behavior of Human beings as well of animals, of Normal as well as Abnormal and of Children as well as of Adults.
Definitions of Psychology:
1. According to Pillsbury,” Psychology is the science of human behavior”.
2. Crow and Crow,” Psychology is the study of human behavior and human relationships”.
3. Mc Dougall,” Psychology is the positive science of conduct and behavior”.
4 .J.B Watson,” Psychology is the positive science of behavior”.
Psychology as a positive science or pure science:
Psychology is not a normative science but a positive science because it emphasizes the search for truth and study facts of behavior.
1. It tries to make objective study of behavior by using the method of direct observation and experimentation. It believes in visible, tangible and audible experiences of man’s behavior as exhibited in a given situation.
2. It establishes facts by objective proof and evidence.
3. Psychology as a science of behavior studies behavior of all organisms by developing, laws, theories, principles, techniques and methods in observable, verifiable and predictable manner.
4. It observes the present behavior of the living organisms and establishes facts about them.
With the establishment of Psychological laboratory, the experimental group of psychologists has been more enthusiastic in studying behavior with that of the spirit of physical and chemical sciences. They believe that every aspects of human behavior can be objectively studied and assessed. Psychology has truly become a positive, objective and experimental science today.
J.B Watson,” Psychology is the positive science of behavior”.
James S. Ross,” Psychology is not concerned with aims, it is a positive science not a normative science, and that is to say it deals with facts as they are, not as they ought to be.
Education a normative science:
Education is a normative science that tries to find out norms or ideal of education acceptable to people. There are complicated problems of education, what subject to be included in the curriculum, what standard of discipline is maintained in school and so on. Education as a normative study tries to find out those problems that are generally acceptable. In order to determine acceptable norm it takes help of philosophy. It is the philosophy that may help education to perceive the problem as a whole comprising its pasts, present and future. It tries to arrive at a norm or ideal acceptable to the maximum number of people. So, education is thoughtful, reflective, speculative and normative subject of study.
Ross has put it, “Education, however, is very much concerned with aims, ideals, standards and values and these in themselves are beyond the province of psychology.”
Branches of Psychology:
In the context of today’s explosion of knowledge and experience, different branches of psychology, both conceptual and applied, are found to evolve and develop. It unfolds the wider scope and prospect of psychology as a science of human behavior. The branches of psychology can be grouped into two broad categories according to their nature of behavior, they are;
1. Pure branches of psychology: THE branches of psychology which deals with the formulation of psychological principles, theories, laws, suggests various laws and techniques for analysis, assessment, modification and improvement of behavior.
This pure branch of psychology includes:
1. Para- psychology: it is the latest development as a special branch of psychology that has gained prominence owing to its deviation from the basic psychological prominence. Psychology believes in originating man’s behavior experiences from the sense organs. Para-psychology studies the supernatural, para-normal believes and extra-sensory behavior, experiences/ perception which is gained through means other than through five sense organs that includes telepathy (the ability to communicate with others through thought without the use of sense organs), psychic abilities (the ability to see, know, obtain perceptual information without physically experiencing oneself),precognition( knowledge things in advance) psychokinesis (the person can actually bring about changes without his physical phenomenon but by using his mental power and energies). In Para-psychology one mind can communicate feeling experience of another without direct exchange of words or symbol or without physical presence of the stimulus in the environment.
2. Child psychology:
It may be said as a development psychology that comprises the study of pre-natal and post-natal period of childhood up to the age of 12 years. It includes all the vital areas of child development such as physical, motor, mental, emotional, social and moral. It also studies the relative influence of environment on such areas of development. All the later developments of an individual primarily depend on such analytical study and treatment of the child. It therefore, forms the basis of all scientific and psychological study of individual.
3. Adolescent psychology:
It is a specialized study of the developmental characteristics during the period of adolescence. It is being the most sensitive and colorful period of development in a man’s life, its study naturally assumes special significance psychologically. It comprises the adolescent’s psycho-physical areas of development, their needs, interests, problems, and their possible solution. It goes into deep of the study of adolescent, feeling, emotion, sentiment and complexes, their formation of attitude and the sense of values. Effective use of human resources of a country largely depends on study of adolescent psychology.
4. Adult Psychology:
This branch of psychology studies mind and behavior of the adult people as different from that of other stages. Psycho-physical maturity or individual brings about changes in his mind and behavior that need separate treatment. Such maturity may bring desired changes in the physical, intellectual, emotional, social Moral and volitional aspects of behavior. His needs, urges, tendencies, interests and motives are largely influenced by education and training. Analytical study of such changing nature of man’s behavior in adulthood constitutes subject matter of adulthood.
5. Abnormal psychology:
It is the branch of psychology that studies unusual patterns of behavior, emotion and thought. It is the study of abnormal behavior in order to describe, predict, explain and change abnormal patterns of functioning.
6. Social psychology:
It studies how people act, think and feel in relation to those around us. That is, how people’s behaviors, thoughts and feelings change because of other people. Psychology studies behavior not only of individual, but also of the group or society. Behavior of individual in the group may vary from the behavior when he lives in isolation. There is a group stimulus that urges the individual to think, feel and act as others do in a social situation. This dynamic nature of group behavior forms the basis of social psychology. Social problems can therefore be studied not in terms of individual behavior but on consideration of social or group mind in action. A classroom situation provides the scope of such study. Scientific study of our socio-political and communal problems and evolving their solution provide enough scope for use of social psychology today.
7. Animal psychology:
This branch of psychology studies the behavior of the animals in relation to study of man’s behavior. Man is basically an animal and for that the true nature of human behavior can be observe out of the study of animal behavior. It is also known as comparative psychology.
8. Physical psychology
It studies how physical structures affect the behavior of a person. In order to study the true nature of behavior psychological functioning of the organs of the body is essential. It involves the physical organs like the body cells, muscles, nerves and glands, the central nervous system and their co-ordinate function in the determination of behaviors.
9. Experimental psychology:
Psychology is said to be an objective and positive study of behavior, as such, it insists on direct and factual study of man’s behavior through adopting the method of experiment in the psychological laboratory. An experiment is undertaken in a controlled situation of the laboratory. This branch of psychology believes that all the aspects of human behavior, such as image, memory, attention, interest, learning, thinking, reasoning and problem solving can be studied reliably and objectively through experimentation.
Applied psychology: it means the application of psychological principles, laws, theories, techniques and methods for practical utility or for practical solution of certain problems of life. The applied psychology includes the following:
1. Educational psychology:
Educational psychology is one of the branches of applied psychology and also considered as a positive science, which deals with the application of psychological principles, laws, theories, methods and techniques in the educational situation and to solve educational problem for promoting educational growth and development of an individual.
2. Clinical psychology:
It is an applied branch of psychology concerned with the assessment and treatment of mental illness and behavioral problems. In order to make necessary treatment and cure of mental patients psychological clinics have been established by the psychiatrists. A good deal of practical work with an appropriate methodology of treatment has been developed by the clinicians
3. Criminal psychology:
A branch of psychology that studies about the men’s behavior that goes against the wish and rules of the society. Men’s behavior on some occasions may appear to be volatile of the accepted social rules and norms. To deny, deny or to go against the accepted social rules may be known as criminal or delinquent tendency. Criminal psychology as a subject is aimed at such study of behavior. Behind severe nature of crime and guilt in man, there involves a good deal of psychological perceptions. Nature of such behavior, their causes and the possible treatment etc. constitute this branch of psychology.
4. Industrial psychology: a branch of psychology that applies psychological theories to work place environments, organization and employees for industrial growth and development. Professionals in the field focus on increasing workplace productivity by improving the physical and mental health of employees. By studying employee’s attitudes and behaviors in the context of their companies, these professionals are able to identify areas for improvement and make necessary changes through new products, procedures and leadership training.
5. Engineering psychology: as an applied field of psychology, it is concerned with the adaptation of the equipment and environment to people, based on their psychological capabilities and limitation with the objective of improving the overall system performance involving human and machine elements. It aims to improve the relationship between the people and machines by redesigning the equipments.
EDUCATIONAL PSYCHOLOGY
The term Educational psychology is derived from two independent disciplines which are EDUCATION and PSYCHOLOGY. Education brings its relationship with the subject psychology and developed a branch of applied psychology called Educational Psychology. It is a psychology as applied to education.
Educational psychology aims at applying general principles of psychology to educational practices with the aim of bringing effectiveness in the teaching-learning process and to bring modification in the behavior of the learner. Educational psychology is one of the branches of applied psychology and also considered as a positive sciences, which deals with the application of psychological principles, laws, theories, methods and techniques in the educational situation and to solve educational problem for promoting educational growth and development of an individual.
Nature of educational psychology;
I. Educational psychology is an applied branch of psychology. It applies various principles of psychology and tries to study the behavior and experiences of the children.
II. It also suggests ways- means for the modification of children’s behavior.
III. It is concerned with the problems of the school and plans for a sound education of the child.
IV. It is the study of children’s behavior as it is influenced by various factors of the school.
V. It employs a scientific approach to the problems in the school and tries to solve them
VI. It acquaints the teacher with the classroom situations and equips him to solve the various problems in the best possible manner.
Definitions:
1. Crow and Crow,” Educational psychology describes and explains the learning experiences of an individual from birth through old age”.
2. Charles E. Skinner,” Educational psychology is that branch of psychology deals with teaching and learning.’’
3. Stephen,” Educational psychology is the systematic study of the educational growth and development of the child.”
SCOPE OF EDUCATIONAL PSYCHOLOGY:
By scope of study we mean an area, contents or elements that constitute a subject of our study. Every well-defined subject has its distinct area of study of its own and its learner at the beginning is supposed to have clear concept of it. Then only one may be conscious of its need that motivates for study.
Educational psychology as a promising subject has its scope of study to which our direction may be directed. Following are the scopes:
1. Learner’s behavior: It has the subject matter knitted around the learner. With this section of its subject matter, it acquaints us with the need of knowing the learner’s behavior such as his abilities, needs, aptitudes, developmental characteristics of heredity and environment, interests and other potentialities of the learner.
2. The learning experience:
Educational psychology helps in deciding what learning experience are desirable at what stage of the growth and development of the learner. It facilitates the selection of the desirable learning experiences for the learner.
3. The learning process:
After knowing the learner and deciding what learning experiences are to be provided, the next problem is what should be the nature of learning and how it should take place. It deals with the topic such as, laws, principles and theories of learning, factors responsible for learning, methods and conditions for effective teaching and learning, etc.
4. The learning situation:
It has a subject matter to deal about the conditions of classroom, group behavior, various aids to facilitate learning, various techniques of evaluation, guidance and counseling services, educational technology and other facilities of learning that helps in the smooth functioning of the teaching learning process.
5. The teacher:
The teacher is the potent force in any scheme of teaching and learning. It studies teacher’s mental health, physical condition, emotional attitudes, adjustment, personality traits, capabilities, professional efficiency, skills of teaching and dealing with the learners.
6. Evaluation of student’s achievement: It helps in analyzing the prevalent examination system and brings its defect into light. It helps in constructing scientific educational test. In order to measure the intelligence, attitude, aptitude and interests etc. test of different types are constructed.
7. Study of unconscious mind: it has been observed that many of the abnormal and undesirable behavior and activities and deeply rooted in the unconscious mind and its elements. To study the nature and causes of their complexity and to normalize the situation covers an interesting area of its study.
8. Statistics in education: Human behavior being a variable is measured. Such measurements are interpreted and tabulated with the help of statistical technique. This application of statistics to educational measurement has become an important branch of educational psychology.
DIFFERENCE BETWEEN EDUCATION AND PSYCHOLOGY:
The basic points of differences between education and psychology may be analyzed with the following:-
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EDUCATION |
PSYCHOLOGY |
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1. It is a normative science |
1. It is a pure science. |
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2. It is nearer to philosophy |
2. It is nearer to experimental science |
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3. It takes into consideration the past, present |
3. It takes into consideration only of the present and future as whole. |
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4. Knowledge obtained is thoughtful and speculative. |
4. Knowledge obtained is factual and experimental. |
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5. It involves a principle generally acceptable to all. |
5. It finds out fact applicable to individual. |
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6. Education is an attempt to mould and shape the behavior. |
6. Psychology is the science of behavior. |
DIFFERENCE BETWEEN PSYCHOLOGY AND EDUCATIONAL PSYCHOLOGY:
In order to make clear distinction between Psychology and educational psychology, the following points are given below:
1. General psychology comprises the wider perspective of the study of human behavior in general whereas educational psychology studies the behavior of a specific group of people to be known as the learners or students.
2. General psychology is of academic interests to the psychologists while educational psychology is of specific interest to the teachers and the educators devoted to the subject.
3. Psychology as subject is old enough, but educational psychology is comparatively a new subject. Psychology was originated from the speculative study of soul, whereas educational psychology came into being for the need of specialized knowledge for effective use in man’s life.
4. Psychology is as old as classic thinkers and philosophers like Aristotle and Plato. Educational psychology as distinct subject of study has come into being only in the first half of the 19thcentury.Heinrich Pestalozzi, the Swiss psychologist is known as the father of modern educational psychology.
METHODS OF EDUCATIONAL PSYCHOLOGY
Methods of educational psychology refer to those techniques and devices which are used in studying behavior of the individual relating to educational situations or settings. They are the great tools for identifying the nature and potentialities of the individual. Some of the important methods used or employed in educational psychology are:
1. Introspection method: ‘Intro’ means within or inward, ‘spection’ means looking. In educational psychology introspection is the oldest method of studying the human behavior to look within one’s ownself. This method is also known as self analysis as it consists in looking inwards and drawing conclusion by self observation. By this method, a person may be able to draw conclusion to his reason for various behavioral changes that beset him. It also helps in knowing others mind although the method is subjected to severe criticism as being subjective.
Demerits: 1. High degree of biasness 2.Not suitable to study other living creatures
2. Observation method: This method is objective in nature and is most commonly used to study human behavior. By observing human behavior we can know a lot about the mental process of the individual and his personality. In this method more than one person is involved. The observer for the purpose needs to be properly trained. This method has special significance in education so far as teacher’s observation of the student’s behavior in the classroom and outside the classroom situation is concerned.
Demerits: Observer can become biased in his observation and subject under observation tend to behave differently in different situations.
3. Case history method: It is believed that a man’s past history and it significant events throw light on the present psycho-physical reaction and behavior. A man’s present psychological state is nothing but the reflection of the past. The record includes family history, scholastic information and experiences, socio-economic condition and information about all his all round development. The data thus collected are carefully organized, analyzed and interpreted. Authentic collections of data are a valuable source of knowledge for perception of behavior.
4. Clinical method: it is used specially for exceptional and abnormal children. In this method the teacher approaches the child while he is facing the problem of maladjustment resulting in some undesirable behavior. The two important aspects of the method are methods of diagnosis and method of treatment.
5. Experimental method: with the establishment of psychological laboratory experimental method has gain more prominence. Experiment may be said as a method of observation undertaken in a controlled situation of laboratory. Experiment of mental ability can be conducted in the same spirit as the physical and chemical sciences. Here, the laboratory situation is under complete control of the experimenter. Here outside situation cannot adversely affect the result. The procedure adopted in the conduct of experiment is also pre-planned and systematic in its procedure. So its findings are expected to be more objective and dependable, reliable data as human abilities like memory, attention, intelligence and problem solving are obtained out of this method of experimentation.
6. Genetic method: this method is also known as developmental in psychology. It studies the developmental characteristics of human behavior from birth onwards. The significant information in regard to the process of child’s gradual psycho-physical development may be collected from the authentic sources closely related to the child. More particularly the mother who is in the habit of keeping ‘baby dairy’ may give valuable information on the growth trend of the babies. Thus, it is the study of organism by explaining or understanding behavior in terms of its heredity origin and developmental history.
7. socio-metric method: nature and extend of social relationship among the member of the organized group may be studied through this method. More particularly in a classroom situation, the students have the mutual relationship of acceptance and rejection that provide an interesting study of their nature of social relationship. The teacher through such study may be quite aware of the psycho-social nature of relationship that prevailed among the members of the students. Through this socio-metric method the teacher may be at an advantage to know the most accepted and rejected students are in the class. He may also organize group activity of the students in various and non-academic field out of it.
8. Projective method:-
It is a psycho-analytical method applied in knowing the unconscious and repressed elements of individual mind. Projection is an act of externalizing the mental conflict and other internal conditions that fie rise to pain or discomfort in mind. Projective technique provides opportunity to evoke responses from unconscious mind which reveal a person’s desire, hopes and wishes that could not be fulfilled in the reality. Such responses are drawn by presenting a broad range of testing materials like pictures, ink-block cards, stimulus words, drawing, arranging and interpreting picture situations, filling in the blanks and so on. The responses are expected to reveal one’s inmost thoughts, attitudes, ideas, emotions and complexes that have been repressed.
9. Statistical method:-
Statistical method is being used for study and analysis of human behavior and responses. The numerical data obtained in terms of marks and scores from various kinds of measurement of human abilities bear significant potential for their psychological perception. Such data may be sorted out, arrange, tabulated, represented in graph and necessary observation mad out of them. The statistical methods used are consisted of measurement of central tendency, variability, co-efficient of correlation, percentiles, etc., use of these methods can simplify the complex data for objective and numerical observation of the result with reliability.
RELATIONSHIP BETWEEN EDUCATION AND PSYCHOLOGY
Education aims at developing the inherent potentialities of the individual to the maximum level possible through the modification of human behavior. Once we want to modify the behavior, we will have to study and analyses it objectively and scientifically. This function is performed by psychology. It is psychology which tells us to hit when the iron is hot in the contest of behavioral change. It means that what, how, how much and when to teach a child for maximum amount of learning are known by the study of psychology. Thus, relationship between two sciences can be understood with the help of the following discussion:
1. Supremacy of child in the learning process
Child rather than Teacher (Education) is important today. Teaching-Learning process revolves round the child and complete information about the child is obtained from the psychology. Thus, psychology is the foundation stone of education. If role of psychology form of education is eliminated, child will be spoiled.
2. Control of Behavior
Whatever changes in the behavior is to be brought about in a controlled environment. For this purpose, the teacher must know the science of behavior. He must know the developmental stages of children and the specific characteristic pertaining to particular stages to match the content with behavior. If a teacher does not know the science of behavior, he would not be able to bring about desirable changes in learners.
3. Realization of educational objectives
Educational objectives are formulated keeping in view the needs interest and abilities of children. Psychology helps us know not only needs interest and abilities of children but also their attitudes towards environmental stimuli in different situations. Once objectives are realized, desirable in the behavior of learners are seen.
4. Recognition of individual differences
No two children are alike in the world in any respect. They differ emotionally, physically, mentally and socially shaping their unique personality structure. In such a situation, all of them cannot be treated in the class in similar manner. If a teacher does so, he will spoil to formulate his teaching behavior keeping in view the unique needs, abilities and interests of children in the class.
5. Use of audio- visual aids: Audio visual aids are used in the class for two purposes, for clarifying the concepts and for motivating the students by enhancing interaction which material aid will suit to which group of children is also the subject matter of psychology.
6. Organization of co-curricular activities: curricular activities are essential for the total development of personality of the child. Knowledge of psychology tells us which activity will suit to which age group of children. Literacy and performing arts, music, and sports, etc, are some of which activities.
7. Improvement of discipline: discipline is the pre-requisite of learning. When students of different personality structures are dealt with differently by teachers and the school administration, discipline improves learning in the long run.
8. Measuring of behavior: whatever advancement we see in psychology, it is the education which has contributed. Similarly, psychology has also contributed to the development of newer techniques of measurement. With the help of measurement techniques we can also come to know to what extent the changes in the behavior of learners are desirable.
9. Psychology gives an insight to the educators as how to achieve the goal of education
Thus psychology is the core of education and soul of educative process.
NEEDS OF EDUCATIONAL PSYCHOLOGY FOR THE TEACHERS:
There has been a gradual realization of the need and importance of the study of psychology for the teacher. Sir John Adams, an eminent educationist said,” Teacher teaches john Latin”. Which means teacher must have the knowledge of john before he teaches Latin. Since the knowledge of john is psychology, teacher must study psychology. He supposed to train the mind or mental faculties of the students which is obviously a psychology task. Training the mind obviously needs psychological background. Relevance of psychology for the teacher may be clear with the following consideration:
1. Understanding the child’s nature: Rousseau had maintained the view that the child should be treated as a child before he is an adult. This implies that child should not be viewed by the teacher in terms of the adult experiences. Psychology can only help him to perceive the true nature and necessity of the child.
2. Knowledge of child’s native potentiality: teacher is supposed to know the child whom he is going to teach. Keeping in view of the individual difference he should explore and identify the native potential and prospects of every child. Accordingly educational help and guidance need to be provided from his side. It is psychology that may help him in this responsible task.
3. Modification of child’s behavior: Native instinctive tendencies of the child need to be trained and modified by the teacher for their creative and prospective development. Here, the study of psychology may give better insight and understanding to his possible role and responsibility to be performed.
4. Creating interest and motivation: From modern view points of teaching, the teacher is not to teach arbitrarily but to create interests and motivation for self-learning of the student, teacher as a motivator is supposed to know how to make use of his teaching aids and apparatus accordingly. Here again psychology may serve as guide to him.
5. Using reward and punishment: Reward and punishment in education cannot be completely rule out. They are considered as an effective means or tools in the hands of the teachers to be used appropriately. Without psychological concept of them the brute and instinctive use of the teacher’s punishment is likely to cause more harm than good.
6. Evolving a suitable method of learning: Psychology concept of learning may help the teacher to evolve an appropriate method, method of teaching. He may perceive the good and bad effects of learning method he used by making objective psychological analysis of it. Psychology may help the teacher to determine a suitable method of teaching of his own.
7. Self evaluation: introspection or self-evaluation is the essential quality needed for a good teacher. He should be able to perceive and observed the experience and behavior of others in relation to his own mind and experiences. He should be able to judge his own activity and behavior without the sense of biasness. Study of psychology may be prepared such a mental set for the teacher.
8. Social study of classroom situation: Educational psychology needs to study social psychology also. A classroom cannot be treated merely as an agglomeration of individuals, but as an organized group with the group mind or collective mind in action. There is unity of feeling, thinking and doing among the members that determine individual and social reaction and behavior. The teacher is therefore, supposed to know the social structure and psychology of group behavior of the students effective dealing with the classroom situation.
LIMITATIONS OF PSYCHOLOGY:
We should be aware of some of the possible limitations of psychology as subject. Role of psychology in education may be clear to us only when its limitations are made know. In this regard our attention may be directed to the following points:
1. Psychology cannot decide the aims, ideals and norm of education. It studies the facts as they are and not they ought to be.
2. Psychology is the means and not the end or goal in education. Once the goal is decided, psychology can act in order to arrive at the goal without much difficulty.
3. Psychology is a study of analysis and not of synthesis. It studies behavior of an individual in analytical detail, without summarizing generally acceptable norm or goal out of it.
4. Findings of psychological principles on human behavior cannot be accepted as final. Man’s behavior is by nature dynamic and variable that could not be decided finally even by psychology, for all time to come
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