By Kieran Egan
Psychology of schooling has lengthy held a spot within the curriculum for education lecturers yet what implications can mental concept legitimately have for tutorial perform? during this booklet the writer makes an immediate assault at the present function of psychology in schooling, displaying vital ameliorations among psychologists’ and educators’ pursuits in issues akin to studying, motivation and improvement, and wondering the validity of a lot of Piaget’s such a lot basic principles. He compares developmental theories that superficially have a lot in universal – Plato’s and Piaget’s – and makes a speciality of their implications for studying within the lecture room. He indicates why Plato’s conception (whether or no longer we believe it) serves as a version of an invaluable academic concept and why Piaget’s conception has no implications for schooling. He reaches the belief that mental theories and study in response to them are beside the point to academic perform.
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Extra resources for Education and Psychology: Plato, Piaget and Scientific Psychology
Example text
His prime purpose during this stage is to move the student beyond dependence on the senses, to compel the mind to abstract from the particulars and confusions relayed by the"senses to the intellect the idealized forms, which the particulars imperfectly body forth. 527)-the powers it yields in dealing with practical matters in the world. The understanding developed during the dianoia stage is not for everyone. A person who is to advance through this stage must have an "inborn disposition" to "take a reasonable delight in a task in which much painful effort makes little headway.
Plato concludes his brief outline of the four stages of educational development by naming them. We might summarize his model in the figure below. Plato tells us that each stage of thinking orients the mind toward a particular range or set of objects; therefore in elaborating on this Model of Plato's Developmental Stages Stage One Stage Two Stage Three EIKASIA PISTJS DIANOIA Uninquiring acceptance of appearances Common-sense beliefs of manin-the-street Concrete thinking about the visible world/opinions rather than well-founded knowledge (DOXA).
Given a considerable latitude between chronological age and the age at which individual children reach any particular Piagetian stage, and the difficulty of knowing with any precision "where" any individual is in the process, let alone knowing where thirty children are, this leaves the seventh-grade teacher armed with detailed knowledge of Piaget's theory arguably no better off than if armed only with that imprecise practical knowledge that results from experience. But this issue will also be returned to in chapter 3.