Psychology in Education

MADAM NORSEHA BINTI MOHD YUSOF

AESTHETIC
NURUL ADILAH BT JAMALUDIN
ALANI SOFIA BINTI ZAINUDIN
ALANI SORFINA BINTI ZAINUDIN
SITI AMINAH IZZATI BT JOSEPH @ ABDUL RAHMAN
What is the Definition of Psychology?

 The scientific study of the human mind and its functions, especially those
affecting behavior in a given context.
 Ancient meaning for psychology is study of the soul, the meaning was
given by Greek philosophers , Socrates (469-399 BC) , Plato (428-348 BC),
and Aristotle (348-322-BC).
 Psychology was closely associated with philosophy.
 Greek philosophers defined psychology as the study of mind but end of
19Th century , when W . Wundt introduced psychology as an independent
discipline , it is then defined as the scientific study of mental activities.
Concept of Psychology

 Psychology derived from the two Greek words ; psyche and logos.
 Psyche, which mean breath of life , soul ,spirit or mind.
 Logos , can be translated as knowledge or study like all those ologies, such
as philosophy , pedagogy, sociology and so on.
DIFFERENCES BETWEEN THE
CONCEPT OF PSYCHOLOGY
IN WESTERN AND ISLAMIC
EDUCATION
Concept of Psychology in Western

 Socrates (469-399) - Greek philosopher and educationist ,

considered that the aim of education is to train individuals to
become citizens with high moral values.
 According to him, a person with good ethical conduct is better
than a person with a profound knowledge. However, an ethical
person must also be a person with profound knowledge.
 He emphasized that knowledge is virtue and it only could be
required through logical reasoning and questioning (Socrates
method) in order to grasp the correct concept rather than using
perception to acquire knowledge.
Concept of Psychology in Western

 Plato – a well-known philosopher during the period of Greek civilization.

 Treated education as process to mould individuals with noble characters.
 Agreed with Socrates that the main aim of education is to provide training for citizen to
acquire good moral values.
 Through that process , they would be able to become good and loyal citizens and
faithfully abide by the constitution of their country.
 In his book Republic , considered that the function of education is to select suitable
students and to train them according to their potentials.
 The teaching contents should also be designed according to the various stages of
development of the individuals.
 Education is the interaction of individuals with the society, and as such , characteristics
of the society culture should influence the cognitive development of the individual as
well as the ethical conduct.
Concept of Psychology in Western

 Aristotle in his books Politics and Ethics describe education as a type

of political and ethical knowledge.
 He argued that the aim of educational is to render all possible effort
to train individuals to become loyal citizens and to achieve
happiness in life.
 The process of education therefore will make citizens to abide all
the rules, possess good character, administer their country well and
able to defend their country’s sovereignty.
 Concept of Psychology in Western

 Jean Jacques Rousseau

 Pioneer of naturalism in Europe.
 Education is a continuous process.
 The process of child education should be based according to the
natural development of their own potentials and not according to the
rules made by adults.
 In his book Emile, explain that ‘anything comes from nature is good and
once handled by man, it will turn bad.’
 The best education is the education which can help children to
develop the nature instinct, motivate their curiousity to learn through
perceptions and concrete experiences.
Concept of Psychology in Islamic

 In general, philosophy of Islamic education was based on the teaching of

the holy book, al-Quran.
 According to Hassan Langgung (1979), the important elements which
become the basis of Islamic education are;
 - only one Allah (God).
 - believe messengers of Allah (God).
 - believe divine revealment of Allah (God) to the prophets (Nabi-nabi).
 - human beings possess potentials to develop moral and spiritual aspects.
 - every individual is responsible to his/her own doings.
Concept of Psychology in Islamic

 From the discourse of prominent Islamic scholars, education is considered

as a process of integrating all types of knowledge under al-Quran which
become the basis in teaching and learning.
 They believed that education can play the role to create a harmonious
balance among the psychical intellectual and spiritual aspects of human
beings.
Concept of Psychology in Islamic

 Muhammad Qatb – education is a process to produce harmonious and balance human

beings. As such , the main aim of education is to develop the potentials of individuals
intellectually, physically , emotionally , and spiritually up to a optimum level.
 Dr. Mohd Athiyah al-Abrasyi – education as a process to inculcate human character with
noble moral values according to the fundamental teaching of Islam.
 Amal al-Shaibani -suggested that education should be include intellectual aspect,
physical training as well as the inculcation of noble, brave and respectful character.
 Al-Ghazali – Considered a process of education should include intellectual aspect,
psychical training as well as the inculcation of noble, brave, and respectful character.
 Hamka – with his full name as Haji Abdul Malik Karim Amrullah , was a very influential and
famous Islamic educationist in Indonesia in the twentieth century. According to him,
education is a process which could help to form good behavior, as well as brave,
cultured and noble characters, such as modest, tolerant and respect to eldest.
Learning Theories

 Learning theories are conceptual frameworks describing how information

is absorbed, processed, and retained during learning.
 Cognitive, emotional, and environmental influences, as well as prior
experience, all play a part in how understanding, or a world view, is
acquired or changed and knowledge and skills retained.
Behaviorism – Ivan Pavlov

 Pavlov was a behaviorist. his theories focused on observable behavior.

 Behavior can be measured and thought cannot. The human mind should be interpreted as
a black box that cannot be opened. Only was goes in the box and what comes out can be
known. Scientific evidence is the keyword in his theory.
 Pavlov studied reflexes, automatic behavior that is caused by a stimulus from the environment.
Some reflexes, such as blinking your eyes when a puff of air comes in it,.
 This automatic behavior can be manipulated. This is called conditioning. In this conditioning
process, a unconditional stimulus is given to a person. This stimulus causes a reflex on its own.
When the unconditional stimulus is now given to the person together with a stimulus that does
not cause a reflex on its own.
 A unconditional stimulus is given together with a conditional stimulus. Because the presence of
the unconditional stimulus, the reflex is caused. This process of stimulus-response is repeated for a
number of times. After a while, the unconditional stimulus is not offered any more. Only the
conditional stimulus is offered. Because of the repeated association of the unconditional and
the conditional stimulus, the conditional stimulus will now cause the reflex on its own. Classical
conditioning is succeeded.
Pavlov's theories where very influential, in particular in the field of child psychology.
 Behaviorism – Watson’s theory

 Watson coined the term "Behaviorism" in 1913.

 Assumes that behavior is observable and can be correlated with other observable events.
 Thus, there are events that precede and follow behavior. Behaviorism's goal is to explain relationships between
antecedent conditions (stimuli), behavior (responses), and consequences (reward, punishment, or neutral
effect).

 Watson's theory was more concerned with effects of stimuli. He derived much of his thinking
from Pavlov's animal studies (classical conditioning). This is also referred to as "learning through stimulus
substitution," a reference to the substitution of one stimulus for another. For example, the ringing of a bell
eventually produced the same response as food for Pavlov's dogs.
Aspects of Watson's theory:
• He opposed mentalistic concepts
• He used contiguity to explain learning
• He considered emotion to be just another example of classical conditioning
• He rejected the notion of individual differences
• He thought complex behaviors came about through combinations of identifiable reflexes
• He was a chief proponent of "nurture" and believed that all human differences were the result of learning
• He believed that practice strengthens learning
Behaviorism - Skinner’s theory

 Skinner's theory of operant conditioning was based on the work of Thorndike (1905).
Edward Thorndike studied learning in animals using a puzzle box to propose the theory
known as the 'Law of Effect'.
 Skinner is regarded as the father of Operant Conditioning. He introduced a new term
into the Law of Effect - Reinforcement. Behavior which is reinforced tends to be
repeated (i.e. strengthened); behavior which is not reinforced tends to die out-or be
extinguished (i.e. weakened).
 Skinner (1948) studied operant conditioning by conducting experiments using animals
which he placed in a 'Skinner Box' which was similar to Thorndike’s puzzle box.
 Burrhus Frederick Skinner (1938) coined the term operant conditioning; it means roughly
changing of behavior by the use of reinforcement which is given after the desired
response. Skinner identified three types of responses or operant that can follow
behavior.
 Behaviorism - Skinner’s theory

 • Neutral operants: responses from the environment

that neither increase nor decrease the probability of
a behavior being repeated.

 • Reinforcers: Responses from the environment that

increase the probability of a behavior being
repeated

 • Punishers: Responses from the environment that

decrease the likelihood of a behavior being
repeated.
Skinner box
Positive reinforcement

 Positive reinforcement is a very powerful and effective tool to help shape

and change behavior.
 It is presenting a motivating item to the person after the desire behavior is
exhibited, making the behavior more likely to happen in the future.
 One of the easiest ways to remember positive reinforcement is to think of it
as something being added. By thinking of it in these terms, you may find it
easier to identify real-world examples of positive reinforcement.
 For example : a mother gives her son candy for cleaning up his toys.
: at work, you exceed this month’s sales quota so your boss
gives you a bonus.
Negative reinforcement

 Negative reinforcement is when a certain stimulus/ item is removed after a

particular behavior is exhibited.
 The likelihood of the particular behavior occurring again in the future is
increase because of removing/ avoiding the negative stimuli.
 Negative reinforcement should not be thought as a punishment procedure.
 For example : Billy hates when his mother nags him to do the dishes. He
starts to do the dishes immediately after finishing a meal to
avoid his mother’s nagging.
: Lisa always complains of her headache when it is time to
start doing her homework. Her parents allow her to go to bed
without doing her homework.
Implication in Teaching & Learning

 Consider the goals and learning an additional language.

 Set priorities compatible for those goals.
 Approach learning / teaching tasks involved in linguistic, psychological and social.
 Understand the potential strengths and limitations of particular learners.
 There is no one ‘best’ way to learn or teach a second language.
 Be patient. Learning a language takes time.