Unit-I: INTRODUCTION

1. Meaning and Concept of Psychology and Educational Psychology

Meaning and Concept of Psychology

The word "Psychology" is derived from two Greek words:

• 'Psyche' which means 'soul' or 'mind'.
• 'Logos' which means 'study' or 'science'.

Thus, etymologically, Psychology means the 'study of the soul' or 'study of the mind'.

Evolution of the Definition of Psychology:

1. Study of the Soul: This was the original definition given by Greek philosophers like Plato and Aristotle. It was rejected because the "soul" is a vague, abstract concept that cannot be scientifically studied.
2. Study of the Mind: This definition was given by philosophers like William James. It was also rejected because the "mind" is subjective and cannot be directly observed.
3. Study of Consciousness: Promoted by structuralists like Wilhelm Wundt, this definition was also deemed too narrow and subjective.
4. Study of Behavior: This modern, widely accepted definition was championed by J.B. Watson.

Modern Definition: Psychology is the scientific study of behavior and mental processes of humans and animals.

• 'Behavior' refers to any observable action (e.g., talking, walking, crying).
• 'Mental Processes' refer to internal, covert activities (e.g., thinking, feeling, remembering).

Meaning and Concept of Educational Psychology

Educational Psychology is an applied branch of psychology. It applies the principles, theories, and methods of psychology to the field of education.

It is made of two words: Education + Psychology.

• Education: The modification of behavior for the holistic development of an individual.
• Psychology: The scientific study of behavior.

Therefore, Educational Psychology is the scientific study of human behavior in educational settings. It seeks to understand how students learn and develop, and how to make teaching more effective.

B.F. Skinner: "Educational psychology is that branch of psychology which deals with teaching and learning."

It provides the scientific foundation for the art of teaching. It helps the teacher answer three key questions:

1. Why should we teach? (The Aims)
2. What should we teach? (The Curriculum)
3. How should we teach? (The Methods)

2. Relationship of Education and Psychology, Aims of Educational Psychology

Relationship of Education and Psychology

The relationship between education and psychology is extremely close and interdependent. Psychology provides the "how" for education's "what."

• Psychology and the Learner: Psychology helps us understand the learner—their developmental stage, needs, interests, intelligence, and individual differences. Education uses this knowledge to create a child-centric curriculum.
• Psychology and the Learning Process: Psychology provides theories of learning (e.g., behaviorism, cognitivism) that explain *how* learning happens. Education applies these theories as teaching methods.
• Psychology and Evaluation: Psychology provides the tools for measurement and assessment (e.g., creating tests, understanding reliability and validity). Education uses these to evaluate student progress.
• Psychology and Classroom Management: Psychology provides principles of motivation and discipline. Education applies these to create a positive and effective learning environment.

In short, education is the application, and psychology is the theory. A teacher is like an engineer who applies the principles of science (psychology) to build a structure (the educated individual).

Aims of Educational Psychology

The overall aim is to improve the teaching-learning process. Specific aims include:

1. To Understand the Learner: To gain a scientific understanding of the student's growth, development, and individual differences.
2. To Understand the Learning Process: To study the laws and principles of learning and memory.
3. To Develop Effective Teaching Methods: To find the best ways to present information, motivate students, and foster skills.
4. To Create a Favorable Learning Environment: To understand the principles of classroom management, discipline, and motivation.
5. To Help in Curriculum Development: To help design a curriculum that is appropriate for the developmental stage of the learners.
6. To Provide Guidance and Counseling: To understand the problems of adjustment and provide scientific guidance to students.
7. To Develop Measurement Tools: To create valid and reliable methods for assessing learning outcomes.

3. Methods of Educational Psychology

Educational Psychology is a science because it uses scientific methods to study behavior.

Introspection Method

• Meaning: 'Introspection' means 'to look within'. It is a method of self-observation.
• Propagandist: Wilhelm Wundt and his student, E.B. Titchener (Structuralism).
• Process: The individual observes, analyzes, and reports their own internal mental processes, feelings, and experiences. (e.g., "How do I feel when I am angry? What are my thoughts?").
• Merits:
  • It is the only method that gives direct insight into one's own mind.
  • It requires no lab or special tools.
• Demerits (Limitations):
  • Highly Subjective: The report is biased by the person's own views. It cannot be verified by others.
  • Not Universal: Cannot be used on children, animals, or people with mental illnesses, as they cannot report their feelings accurately.
  • Alters the Experience: The very act of observing an emotion (like anger) can change the emotion itself.

Observation Method

• Meaning: The systematic observing, recording, and analysis of observable behavior.
• Process: The psychologist watches the subject in a natural or controlled setting and records their behavior.
• Types:
  • Naturalistic Observation: Watching behavior in its real-world setting (e.g., a teacher observing children on a playground).
  • Controlled/Laboratory Observation: Watching behavior in a pre-arranged, controlled environment (e.g., observing a child solve a puzzle in a lab).
  • Participant Observation: The observer becomes part of the group they are studying (e.g., an anthropologist living with a tribe).
• Merits:
  • Objective: It is based on what is actually seen, not what the subject reports.
  • Universal: Can be used on children, animals, and large groups.
  • Natural Setting: Naturalistic observation provides very realistic data.
• Demerits:
  • Observer Bias: The observer's own expectations can influence what they "see" or record.
  • Lack of Control: In a natural setting, it's hard to know the *cause* of the behavior.
  • Hawthorne Effect: People may behave differently when they know they are being watched.

Experimental Method

• Meaning: This is the most scientific method. It aims to establish a cause-and-effect relationship between variables.
• Process: The experimenter manipulates one variable (the cause) and measures its effect on another variable (the effect), while keeping all other conditions constant.
• Key Terms:
  • Independent Variable (IV): The variable that is manipulated or changed by the experimenter (the "cause"). Example: The teaching method.
  • Dependent Variable (DV): The variable that is measured to see if it changes (the "effect"). Example: The students' test scores.
  • Experimental Group: The group that receives the treatment (the IV). Example: Students taught with a new method.
  • Control Group: The group that does *not* receive the treatment. They are used for comparison. Example: Students taught with the old method.
• Merits:
  • Highly Objective: Results can be verified and replicated by other researchers.
  • Establishes Cause-and-Effect: The only method that can definitively say "A causes B".
  • High Control: The experimenter can rule out other explanations.
• Demerits:
  • Artificiality: The controlled lab setting may not reflect real-life situations.
  • Ethical Concerns: Some experiments cannot be ethically performed on humans.
  • Difficult to Control all Variables: Human behavior is complex and hard to control perfectly.