From The Dawn Of Civilization, Man Has Been Marching In Search Of Wisdom. Various Experiments Are Projected Through Education, So That Humanity, Happiness And Harmony Be Wedded Together. Education Is Indispensable For Making Life And Living Meaningful And Purposive. Its Significance Cannot Be Fully Appreciated Unless It Is Looked At In Proper Perspectives Philosophical, Sociological And Psychological.Psychology Has A Very Significant Bearing On Education Because Of Its Influence On The Various Factors Related To Learning And Teaching. The Fundamental Principles In Psychology Have Tremendous Impact On Education And Teaching.Without The Knowledge Of Psychology A Teacher Is At A Loss To Understand The Needs And Problems In A Child S Life.Psychology Provides The Key To Know The Individual Differences And Meets Them With Appropriate Educational Programmes. It Also Helps The Teachers To Offer Guidance And Counselling To The Pupils. In Fact, Psychology Places Education On A Scientific Basis And Brings Dignity To Education As A Discipline.The Experimental Approach Has Become Feasible Because Of The Contribution Of Psychology To Education.Powers And Propensities Of Mind Have Been Analysed With The Help Of Psychological Techniques And Measurement Of Mind Has Been A Reality With The Introduction Of Psychology As An Objective Science. Besides, It Has Been Possible To Mark Out The Different Areas Of Mental Operation. The Mental Process And The Product, Its Structure And Function Have Been Discussed At Length In The Present Book For Bringing Out The Practical Value Of Psychological Approach.It Is Hoped That The Present Book Will Prove Immensely Useful For The Students And Teachers Of Both Education And Psychology. Even The General Readers Will Find It Highly Informative.
Author: B. Claude Mathis,John W. Cotton,Lee Sechrest
Publisher: Academic Press
Psychological Foundations of Education presents some of the principles of psychology that are relevant to learning and teaching. It presents an alternative answer to the problem of the bifurcation of general and educational psychology in the curriculum of teacher preparation. While the solution is provisional and has obvious imperfections, it is offered in the hope that it may stimulate discussion of the problem and other solutions and/or explicit justifications for past practice. Key concepts discussed include teachers’ attitudes and behavior, different types of learning, technology in education, forgetting and extinction, child development, and intelligence measurements. Also covered are the assessment of educational achievement, the social psychology of the classroom, and education in urban schools. This text should have a variety of uses in classes where students are preparing for teaching. It was written specifically for those situations in which the prospective teacher is introduced to psychology through a one- or two-semester integrated sequence.
This book is designed for use as a basic text in courses in educational psychology, development, and learning, or as it is often entitled, psychological foundations of education. Instructors who wish to acquaint their students with a systematic development of cognitive-field psychology will find the book useful. A cognitive-field oriented psychologist uses field to mean the total psychological world in which a person lives at a given time. It includes psychological past, present, and future, also certain concrete or imaginative levels of psychological reality, all interpreted as simultaneous aspects of current situation. The authors feel that cognitive-field psychology has more to offer teachers than any other psychological framework, in that its systematized outlook provides more effective directives for classroom teachers than any other.
This text provides a comprehensive, manageable overview of current major educational psychological theories and issues and analyzes the implications for the teaching process. Adopting the idea that "there are no final answers to questions concerning school learning," this text encourages teachers to develop their own learning theories and test them in terms of classroom reactions, structure, and the adequacy of supporting evidence. Learning Theories for Teachers enables student teachers to use learning theory to better understand their students and alter teaching methods accordingly. Special Features: New Foreword by Albert Bandura introduces the text. Comprehensive and balanced treatment of multiple learning theories. Renowned for a direct, clear presentation of often-difficult material. Eleven different learning theories are developed, including historical and contemporary perspectives. Chapter on Vygotsky (Ch. 6) has been updated to reflect ongoing interest in this prominent psychologist. Expanded coverage of cognitive field psychology (Ch. 9) has been retained. Chapters (Chs. 14, 15) on the relationship between teaching-learning theories and computer education, including use of the Internet as a source of data are included. Material on "Teaching for Understanding" reflects the latest trends in educational psychology. Historical analysis of learning theories helps students grasp and clarify points of confusion in modern education. Discussion of problem-centered understanding helps students recognize and evaluate reflective problem-centered teaching and learning.
From The Dawn Of Civilization, Man Has Been Marching In Search Of Wisdom. Various Experiments Are Projected Through Education, So That Humanity, Happiness And Harmony Be Wedded Together. Education Is Indispensable For Making Life And Living Meaningful And Purposive. Its Significance Cannot Be Fully Appreciated Unless It Is Looked At In Proper Perspectives Philosophical, Sociological And Psychological.The Philosophical Perspectives Provide The Basis Of Education In Terms Of Values, Aims And Objectives. Without A Philosophical Basis, Education Tends To Lose Its Direction. In Addition, Philosophy Provides A Framework Within Which Education And Educational Problems Can Be Discussed. Above All, The Nature Of Decisions Is Significantly Determined By Philosophy And Education. A Philosophy Of Education Is Often Adequate To Make Immediate Resolution To Conflicts. Thus, Philosophy Of Education Is A Comprehensive Area Of Knowledge With An Interdisciplinary Approach.Keeping In View The Significant Bearing Of Philosophical Basis Of Education On Life And Society, The Present Book Philosophical Foundation Of Education Has Been Written. It Is An In-Depth Study Of All The Aspects Related To Education. Beginning With The Philosophical Foundation Of Education, The Book Analytically Discusses Education In Relation To Issues Of Human Values, Freedom And Discipline, Peace And Democracy And Its Application In Classroom Teaching. It Also Acquaints The Readers With The Indian Philosophy Of Education. Apart From These, It Analytically Presents The Aims, Creativity, Role And Human Factors Of Education. Here, The Indian Standard Of Education Has Been Particularly Studied.It Is Hoped That The Present Book Will Prove Immensely Useful For The Students And Teachers Of Both Education And Philosophy. Even The General Readers Will Find It Highly Informative.
The fifth edition of Psychological Foundations of Musical Behavior appears at a time of continuing worldwide anxiety and turmoil. We have learned a lot about human musical behavior, and we have some understanding of how music can meet diverse human needs. In this exceptional new edition, the authors have elected to continue a “one volume” coverage of a broad array of topics, guided by three criteria: The text is comprehensive in its coverage of diverse areas comprising music psychology; it is comprehensible to the reader; and it is contemporary in its inclusion of information gathered in recent years. Chapter organization recognizes the traditional and more contemporary domains, with special emphases on psychoacoustics, musical preference, learning, and the psychological foundations of rhythm, melody, and harmony. Following the introductory preview chapter, the text examines diverse views of why people have music and considers music’s functions for individuals, its social values, and its importance as a cultural phenomenon. “Functional music” and music as a therapeutic tool is discussed, including descriptions and relationships involving psychoacoustical phenomena, giving considerable attention to perception, judgment, measurement, and physical and psychophysical events. Rhythmic behaviors and what is involved in producing and responding to rhythms are explored. The organization of horizontal and vertical pitch, tonality, scales, and value judgments, as well as related pedagogical issues are also considered. The basic aspects of musical performance, improvisation, composition, existing musical preferences and tastes, approaches to studying the affective response to music with particular emphasis on developments in psychological aesthetics are examined. The text closely relates the development and prediction of musical ability, music learning as a form of human learning, and music abnormalities, concluding with speculation regarding future research directions. The authors offer their latest review of aspects of human musical behavior with profound recognition of music’s enduring values.
Foundations of Lifelong Education deals with the interdisciplinary foundations of lifelong education and examines a number of basic issues concerning lifelong education, such as why education should be treated as a lifelong process, or how the functions of lifelong education are related to historical and contemporary developments in society. The goals, contents, and processes of learning appropriate to the aspirations of lifelong education are also explored, as well as the extent to which lifelong education is feasible and practicable in different socio-economic and ideological conditions. Comprised of eight chapters, this book begins with an overview of methodological considerations in the present study, such as the nature of the foundations content; general steps that may be followed for constructing discipline-based foundations; and the ways of incorporating several elements of interdisciplinarity into the study. The reader is then introduced to the sociological and philosophical aspects of lifelong education, along with the historical background on the concept of lifelong education. In addition to sociology and philosophy, lifelong education in relation to anthropology, ecology, psychology, and economics is also analyzed. The book concludes by presenting illustrative analyses and syntheses of the ideas discussed in the preceding chapters based on selected disciplines. This monograph is intended for educators, social reformers, and educational policymakers.
Psychological Foundations of Sport is an up-to-date, integrated study of both the theory and application of psychological dynamics impacting athletes and sport participants at all competitive levels. This collection of articles is authored by a team of experts who ensure both the currency and the authority of each chapter. The comprehensive text not only addresses traditional areas of sport psychology, such as personality, motivation, and emotion, but also tackles issues often ignored in other texts, such as aggression, talent identification, and women and youth in sport. Students will learn how sport psychology heightened its role in countries like the former Soviet Union and how the application of psychological information can facilitate the performances of individual athletes, teams, and coaches.
This volume represents a beginning effort to compile a history of educational psychology The project began, innocuously enough, several years ago when we decided to add mon material about the history of educational psychology to the undergraduate course we were teaching. What seemed like a simple task became very complex as we searched in vain for a volume dealing with the topic. We ended up drawing on various histories of psychology that devoted anywhere from a few paragraphs to several pages to the topic and on a very few articles addressing the issue. We were startled, frankly, by the apparent lack of interest in the history of our field and decided to attempt to compile a history ourselves. As is the case with any edited volume, the contributing authors deserve credit for its positive features. They uniformly made every effort asked of them and taught us much about educational psychology. Any errors or omissions are our responsibility alone.