Psychological Perspectives In Education

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Psychological Perspectives in Education



Dr. Panch Ramalingam



M/s. Pondicherry Psychology Association,
Pondicherry - 605 008, INDIA.



September 2000









Rs. 300/-



The book on Psychological Perspectives in Education exemplifies various thoughts of great psychologists, meaning and concepts of Education and Psychology. The contemporaneous new methodology is imbeded in the textualities. Education Psychology is for the transformation of instinctive behaviour to human behaviour. Education is a man making process.

It gives a detailed description of important concepts such as motivation, learning, intelligence, personality development, decision making, self- esteem, teaching - learning process, effective lecturing, etc. A prophetic visualisation and foresightedness with erudication are casted as a revelation in Education and Psychology for ensuing third millennium.

This book will be immensely useful equally to the students and teachers of education as well as psychology, erudite scholars, reseachers and to everyone who strives to understand the psychological perspectives in education.


M. Raguram Singh

THE AUTHOR of the book under review is an academic in the UGC Academic Staff College and lias shaped thtp book for the initial requirements ofth^ teachers working in colleges and uni- versities, who need an orientation to teaching and collegiate student learn- ing. This is a compact book and will b»* useful as an introductory text. It is veiy informative and contamjs an extensive bibliography spanning 34 pages, men- tioning 290 references. The opening chapter deals with various aspects (jif thfc Indian education scenario. Starting wi;(h Swami Vivckanandia, who defined education as "a man-making process", it jcovers some important dcfinitioitS including tliose offered by the Radhafc- ri^hnan Commission ;on Univcrshy Education (1949) and! the National Education Policy (1986). It describes the ancient Vedic system of education. Buddhist and Islamic systems, before discussing certain sectors of mode in education. There are 14'tables of statis- tical information relating to Ind^m education in this chapter.

The second chapter, "Psychological perspectives of education", gives the ti- tle to the book. William Wundt (1832- 1920) was (tie first to set up the lab- oratory for psychology in Germany (1879). Thereafter psychology began to develop as a subject. The author gives a brief account of six important systems of psychology, viz., experimental psy- chology, functionalism. behaviourism, psycho-analysis, gestalt psychology and humanistic psychology as part of the psychological foundations. The chapter covers the nature of education- al psychology, its scope and the need of educational psychology for the teacher.

"Psychology of adolescence" is the theme of tlie third chapter. It covers the various phases of development such as physical, intellectual, emotional, psy- cho-social, religious and moral. Ado- lescence is also described as a period of many problems and paradoxes. The teacher needs to know this area of be- havioural science for mastering the ar- ea of student management.

Motivation has a central place in stu- dent lean-ling because it provides the required drive. The several theories of learning such as instinct, reinforce- ment and cognitive theories, Maslov's theory of hierarchy of needs and the theory of achievement motivation have all helped tlie teacher to understand the role played by motivation in learn- ing. Besides the intrinsic motivation of the student, extrinsic motivation, as designed and practised in the educa- tional system, is equally important in the context of "education for all".

The author also deals with important areas' such as behavioural decision- making, stress management, student evaluation, teacher education, guid- ance and counselling and psycholog- ical testing. Curriculum development in higher education has been promot- ed by the UGC in recent years. Prep- aration of relevant curricula. production of instructional materials. academic autonomy for institutions, academic staff colleges for life-long learning for teachers and improve- ments in course design in tlic forms:of semester plan, credit system and grad- ing system are all features of the cur- rent scene. The National Assessment and Accredition Council (NAAC) has created a new sense of urgency regard- ing quality in higher education. The movement for evaluation of pro- grammes, courses, teachers and insti- tutions is now catching up in the country.

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