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FOREWORD

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 THE PSYCHOLOGY OF MAN AND HIS EDUCATION

Abstract

We have endlessly sojourn to the various dimensions of learning, digging deep into
the abyss of man’s nature; his elements of being – physically, spiritually; we have tried to
understand his mental abilities; but it is his psychological attributes that brings about
relatively a magnitude of arguments. In our struggle towards continuous learning of a man,
our gradual encounter with the degree of difficulty might have started from simpler to
complex knowledge, or little did we know that man itself is complicated.

Apparently, in the arena of learning and gaining sufficient knowledge, just as entering
into the academe to learn so many things – we don’t need to complicate, we just have to
study and accept the foreboding reality that man it itself is a long study, a complex subject
of an evolution of learning. Man as created by God, man as one unique specie in the universe
among others, man as the learner and the teacher himself, all of these are just product of his
being a highly intellectual – a supreme creature.

Introduction

The study of psyche simply calls for your imagination of the mind, soul and the entire
human being put under the lens. On a broader perspective, when we hear the word psyche,
we think that it form part of “psychology”, which, according to Aristotle, is the study of
mind and soul, and eventually leading to study also of human reasoning, behavior and
impulses. Indeed, psychology defined in the modern times includes the terms “science”, of
“behavior” and “mental processes”. Basically, it is in the term suffix “logy” that
automatically lead us to thinking it is indeed a study. And that is affirmatively shown in the
laboratory observations and experiments. It is the term “psycho” that usually connotes the
behavior of the person. On a specific note, sometimes being called “psycho” means having
an abnormal behavior, which becomes an understatement of the study.

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 Apparently, the human mind is seen also as the soul, thus, perceived as the seat of
knowledge. This mind cultivates actions which become the basis of our moral assessment.
What our minds think, our bodies will act or produce. If we think of good things, we act
accordingly. But when we are bombarded will all negating factors of the environment
around us, or even if these unlikely thoughts are self-induced, we tend to become uneasy,
harsh, violent, because we are stressed or depressed. Our mental processes sometime vary
to the conditions of our self and environment. However, if man being highly intellectual, can
control what to project into his mind, apparently, there can less likely be problems. On the
other hand, our capabilities cannot be controlled by ourselves alone. There is a need to
consider biological factors. Man being a biological machine – a courier of network of cells,
imprinted with DNA, embedded with glands and hormones and prime proponent of that
complicated thing called brain, man is not only dependent to himself. Having said that, we
look into his biological features if it is intact, completely working and in good condition, or
malfunctional and inefficient.

Man as the Subject of Science

Man being the only learned and educated creature continues to draw enigma in the
universe. In his attempt to fulfill the perfection of his purpose in the universe, in the society,
in the church, in the academe and in his family, he continues to be the subject of study
among other species. Even during the early years, specifically, philosophers, researches,
scientists, are so concerned with man’s intellect, character, behavioral change and patterns.
Perhaps, it is knowingly common to us, the line that goes “man is the most complicated
subject of the earth”, apart from earth itself, and his complex biological structure, man does
have soul.

The goals of psychology are to describe, predict, understand and influence. It is man’s
condition under certain circumstances that needs to be described. How he would likely
perform in carrying his duties and responsibilities can be predicted basically through his
values and the way he shows appropriate attitude in every eventual setting.

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 His tendencies to manifest changes in his behavior, actions, and in his words and
thoughts, shall be subject to understanding. And that all the scientific results of study of
man shall be used to influence him and the entire mankind towards reaching the actual
realization of his morals and true worth in the universe.

Man’s Behavior and Mental Processes

As described by psychologists, “human behaviors are biological creatures.” Human

behaviors are born out of humans who are biological. With a complex – structured brain, we
are capable of performing complicated functions – our mind, with the heart’s invaluable
work, our behaviors and determined. With the network of nerves, muscles and bones, our
actions are evident and completed. With the secretion of hormones from our glands, we
execute highly specific functions that are significant to our gender orientation, and generally
our reproductive capacity as humans. With DNA and other genetic mechanisms we inherit,
we comprehensively prove our human race. With all these biological attributes, we are far
outstanding among other creatures like animals.

Accordingly, “every person is different, yet much the same.” All of us are of the same
kind – humans, definitely not mammals, not reptiles, not amphibians in structure. But we are
different in perspectives, ideals, morals and norms. We may also differ in looks, complexion
and the like. People from different parts of the world, differs in race, culture, ethnicity
language. Yet again, much the same, because we have common attributes, language,
society, family, government, church.

“People can be understood fully only in the context of their culture, ethnic identity
and gender identity.” Every person’s background is examined in his roots. A person, who
becomes an asset or a liability, is scrutinized through his ethnic identity, his familial
upbringing and to some extent his economic and educational background are also
questioned, as well as his moral ascendancy.

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 “Human lives are a continuous process of change.” When it comes to change being
constant, our lives as human is not an excuse. Man’s life if far more a continuous process
unlike other species of animals that are bound to extinction. Unless, the ultimate source of
the universe will alter our fate, then that would mean we can disappear on the face of the
earth.

Our “behavior is motivated.” Indeed, every act is motivated through the workings of
the mind. That is why, what we act is reflected in our souls, because accordingly, mind
mirrors soul and vice versa. When we are in a certain situation where we need to act
according to our highest moral standards, we are seen as exemplary beings. But when
bombarded with negative influences and evil forces some people tend to behave badly.
Human nature it is. But for some people whose morals are highly prioritize in their minds
their convictions would eventually lead them to act in a good way. Despite occurrences of
unlikely phenomenon, man’s act should be well-motivated.

Our “behavior have multiple causes.” Just when man is questioned to whether what
motivated his behavior, he is always likely to provide statements that are dependent on the
cause of his actions. And these are usually innate defense mechanisms. Man’s psychological
attribute works in unison to protect himself. When physically threatened or assaulted or
when embraced or kissed, there is always a corresponding respond. Even without a split-
second thinking of what to do, it is automatically perceived that when someone does you
good, you respond it with good, and if someone tries to hurt you, you automatically defend
yourself and your reflexes activate. That indeed, is a mere psychological nature.

“Humans are social animals.” Humans being “tagged as social animals” is definitely
not an understatement. In fact, man is metaphorically called a “mammal” not for its
structure but because just like mammals, humans are warm-bloodied creature. For the sake
of comparison, humans and ants are also compared. Ants being social workers are like
humans. Humans being social animals are just like ants also. They stop to mingle, have some
chitchat despite their busy routines.

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 “People play an active part in creating their experiences.” People are the most
exciting creature in the world because they get to create their own experience. Unlike
animals whose experience are sometimes man-made. People’s mind produces imagination
of several experiences. Of course, they are good experiences worthy to live by. Bad
experiences are perceived as eventual and unintentional, thus, it becomes a lesson. But on
the larger note, people create experience to fulfill his duties and purpose in life. He thinks
that with these experiences he can wholly grasp and understand the knowledge of being a
person, and having a life. He thinks that the purpose of life is to create experience. Further,
facing the consequence is yet another part of the whole experience. Everyday indeed is an
experience. Whether man served an outstanding mark in a society or just a sloppy dreg of
society, it is still an experience. And with this experience, it helps him figure what his
contribution is. It allows him to determine his worth and eventually evaluates himself as to
whether he has served purpose.

Our “behavior can be adaptive or maladaptive.” Man’s behavior, on the other hand,
can be influenced by the environment. It is usually swayed into the likeliness of a person. If
the person had the tendency to be bad, his behavior can easily adapt to the attributes of a
chaotic society. If the person has the strong conviction of living up to his own concept of
upright principles, philosophies and morals, he can either be maladaptive to the ever-
changing stringent nature of the society. Nevertheless man can always intellectually adjust.
But the talks on his behavior being adaptive or maladaptive depend on his personal
circumstances. There are people from old generation who survived this modern generation
without succumbing to the influence of changing lifestyles. In fact, these people, whose
behavior are consistent with that of their upbringing back in the old times, are now looked
up to by the young ones. They have become a beacon of hope for the future youth who are
swayed into the challenging, tough situations of the modern world.

Most importantly, to understand his whole being, psychology necessitates man’s

educational pursuit. Apparently, with the aid of education man will be able to reach self-
actualization.

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Man’s Psychology and Education

In educational context, psychology significantly contributes to determining the

invaluable aims, materials, means and methods.

Edward Thorndike (1910) in his paper “The Contribution of Psychology to Education”

stated valuable points:

“Psychology makes ideas of educational aims clearer. When one says that the
aim of education is culture, or discipline, or efficiency, or happiness, or utility, or
knowledge, or skill, or the perfection of one's powers, or development, one's
statements and probably one's thoughts, need definition.”

In order to arrive at the right presumption or actual learning, the need to define
every man’s thought, motivation, action, leads to the aim of education. Thus, the eventual
learning becomes a beacon of new beginning to learning and discovering new things. It
predetermines the capacity of man to learn and to develop more and project new ideas,
concepts and perspectives.

“Certain features of human nature may be and have been thought to be

unimportant or even quite valueless because of ignorance of psychology.”

While it is true that human nature is complicated, thus perceived to be of no

significance at some extent, it might be due to the fact that man himself forgot to think that
he is a psychological entity.

“Psychology helps to measure the probability that an aim is attainable.”

However, psychology being a study of man’s behavior that is concerned of man’s aim
to be educated, all probabilities are apparently attainable, because man as a learner at the
same time teacher, can go beyond what is just laid down in the rudiments of education. And
man being gifted with intellect can quantify and qualify all these probabilities. And there’s
no going anywhere than in the mind of man and that’s where psychology fits in.

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 To simply put it; “Psychology contributes to a better understanding of the aims
of education by defining them, making them clearer; by limiting them, showing
us what can be done and what cannot; and by suggesting new features that
should be made parts of them.”

Understanding the material of education is dependent on psychology. Psychology

together with other field of sciences like anatomy, sociology, and the like, shares data and
information and materials which are relevant also to other sciences. So just as the science
and art of agriculture depend upon chemistry and botany, so the art of education depends
upon physiology and psychology.

“A complete science of psychology…

 would tell every fact about every one's intellect and character and behavior;
 would tell the cause of every change in human nature;
 would tell the result which every educational force---every act of every person
that changed any other or the agent himself --would have;
 would aid us to use human beings for the world's welfare with the same surety of
the result that we now have when we use falling bodies or chemical elements.

And when we get all of these in proportion, we shall now complete the goal of
science, we are now masters of our souls, our minds, or so science thinks.

Psychology contributes to understanding the means of education. It is because the

contributing factors around man – his teachers, parents, and friends, whose intellects,
characters are also important, are just some of the means of education, and thus
contributing to his learning. Besides, the aid of learning materials like books, maps,
computers and other cannot sufficiently add up completion to man’s learning considering it
is human nature and natural learning experience which invaluably works.

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 Psychology contributes to knowledge of methods of teaching in three ways.

“First, methods may be deduced outright from the laws of human nature.”

The basic knowledge that man learned sprung up from human nature. A method of
learning now comes handy with psychology because of brain functions. Being able to do all
the four fundamental operations are proof that we deduced learning from our mental
capacity. However, it depends on the brain capacity of the person, intelligent or not, it is
presupposed that he is bound to meet the qualifications of learning.

“Second, methods may be chosen from actual working experience, regardless of

psychology.”

Indeed, as pointed out in man’s dealing with the means of education where he can
learn through actual working experience, that “experience” itself now becomes naturally an
invaluable method of education.

“Third, in all cases psychology, by its methods of measuring knowledge and skill,
may suggest means to test and verify or refute the claims of any method.”

Certainly, “psychology, which teaches us how to measure changes in human

nature, teaches us how to decide just what the results of any method of teaching are.”

Generally, when we talk about the universe, we are on earth where humans and
animals co-exist. Psychologically speaking, numerous tendencies have compared humans to
animals, that just because sometimes, humans tend to act without accordance to his
identity. With ruthlessness, humans are sometimes reduced to becoming “animals”. Hence,
the advocacy “education for all”; and that “no one should be left behind”.
Consequently, the invaluable contributions of psychology to education leverages
man’s self-actualization. Education categorically puts man a bar higher than any other
creatures; thus, with aid of sound psychological attributes, he is expected to stand out in a
human society and the universe as a whole. That, also simply means – man must have sound
philosophies and practically good principles based on high moral values.

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