word derivation, definition , school of psy

1. Prepared By
Dr. Sudhir Sahu

2. Introduction to Psychology
 Psychology is an academic and scientific study of mental processes and
behavior. Psychologists study such concepts as perception,
cognition, emotion, personality, behavior, interpersonal relationships,
and the individual and collective unconscious.
 Psychology also refers to the application of such knowledge to
various spheres of human activity including issues related to daily
life—e.g. family, education, and work—and the treatment of mental
health problems.
 Psychology includes many sub-fields of study and application
concerned with such areas as human development, sports, health,
industry, media, law.
 Psychology is the science of the intellects, characters and
behavior of animals including man. Human education is concerned
with certain changes in the intellects, characters and behavior of men,
its problems being roughly included under these four topics: Aims,
materials, means and methods.

3. Word Derivational Meaning of of
Psychology:
 Psychology is comprised of two Greek Word:
 Psyche + Logos
 Psyche means “Soul”
 Logos means “Science” or “Study”
Hence Psychology on its word derivation may considered as “
Science of Soul” or “Systematic study of soul”.
William Woodworth-
“Psychology first lost its soul, then lost its mind and also
lost its consciousness now it is science of behavior for a
sort.”

4. Change in the Meaning of
Psychology:
 1st Stage – Science of Soul
 Propagators- Aristotle
 2nd Stage – Science of Mind
 Propagator- Plato
 3rd Stage- Science of Consciousness
 Propagators- William Woundt, William James
 4th Stage- Science of Behaviour
 Propagator- J.B. Watson, William Woodwort
 Behavior may defined as “all total of activities of an
individual.”

5. Definition of Psychology:
W. B. Kolesnik:
“Psychology is the science of human behaviour.”
C.V. Good defines :
“Psychology is the study of adjustments of organism,
especially the human organism to changing
environment.”

6. Developmental History of
Psychology
 In ancient times psychology was an integral part of
Philosophy.
 Many Psychologists credited to develop psychology as
a new branch of subject of study

7. How did Psychology evolve as a discipline?
 17th century – Psychological idea emerges as an outgrowth
of empirical and rational philosophy
 Science displaces religion as an authority on understanding
 18th century – Psychology began to emerge as a science in
conjunction with studies of the nervous system
 Founder of Experimental Psychology: Wilhelm Wundt
(1832-1920).
 Established the first laboratory for the study of psychology in
Leipzig in 1879;
 Campaigned to make psychology an independent discipline;
 Defined psychology as the scientific study of conscious experience;
 Trained psychologists who spread throughout Europe and North
America.

8. History of Psychology:
Aristotle, before 30 BC
Greek naturalist and philosopher who
theorized about learning, memory,
motivation, emotion, perception, and
personality.

9. René Descartes:1596-1650
 Originated the concept of Dualism, viewed mind and
body as interactive machines.
 Stated that the mind could follow body and vice versa.
 Proposed the idea of both voluntary and involuntary
behavior.
 Ruled out areas other than the brain for mental
functioning.
 First Study on Mental Functioning.

10. Birth of Psychology
Wilhelm Wundt:
Father of Psychology
 1879: Leipzig, Germany.
 Intended to make psychology a reputable
science.
 Many American psychologists eventually went
on to study in Leipzeig.

11. Wilhelm Wundt: Father of
Psychology
 Most of his experiments on
sensation and perception.
 Did not think that high order mental
processes could be studied
experimentally.
 Trained in medicine and philosophy.
 Wrote many books about psychology,
philosophy, ethics, and logic.

12. Can you read this?
This is bcuseae the
huammn mnid deos not
raed ervey lteter by istlef,
but the word as a wlohe.
Amzanig, huh?

13. Introspection
Looking inward at one’s own
mental processes.
Because it is not objective, it
fails miserably.

14. E.B. Titchener
Wundt’s student.
Taught at Cornell University.
Studied nature of mental
experiences.
Structuralism: Analyze
sensations, images and feelings
into their most basic elements.

15. William James:
1842-1910
 Claimed that searching for building blocks was a waste of time
because brain and mind are constantly changing: focused on
function.
 Functionalism. Underlying causes and practical consequences of
certain behaviors and mental strategies: “Stream of
Consciousness.”
 Expanded psychology to animal behavior.
 Wrote first book using the word psychology – “The Principle of
Psychology” in 1890.

16. Herman Ebbinghaus
1885
Published-
Classic studies on memory, nonsense
syllables, learning curve.

17. G. Stanley Hall
First president of the APA,
established the first
psychological lab in the
U.S. in 1883, at Johns
Hopkins University.
Started the American Psychological
Journal (1887) now the
American Journal of Psychology.

18. Behaviorism
Ivan Pavlov, 1849-1936.
Russian experimenter who showed
automatic/involuntary behavior in
learned responses to specific
stimuli in the environment.
Created “Classical
Conditioning.”

19. Behaviorism
John Watson, 1913.
Psychology can never be as objective as
chemistry or biology. Consciousness is
not that easy.
“I can take a child and make him into
anything, a beggar, a doctor, a thief.”

20. Behaviorism
B.F. Skinner, 1950’s.
Dismissed importance of inherited
traits and instincts about human
behavior. Private events can be
studied as long as they are treated as a
form of behavior, many experiments
with learning and memory.
Believed that all behavior is a result of
rewards and punishments in the past.

21. Psychoanalytic Theory
 Sigmund Freud, 1856-1939.
 Studied neurology, but wanted to be a medical
researcher, forced into being a private physician.
 Became convinced that patients difficulties were due
to mental rather than physical problems.
 Proposed that distress due to problems that dated
back to childhood.

22. Humanistic Theory
Abraham Maslow:
Hierarchy of Needs:
People’s struggle is to be
the best they possibly can,
known as self-actualization.
Carl Rogers: Former minister;
believed all people strive for
perfection; some interrupted by
a bad environment.

23. Cognitive Theory
 Thinking: how mental thoughts affect behavior.
Humanism gives rise to the Cognitive Theory. Studies
how we attend, perceive, think, remember, solve problems
and arrive at beliefs. Know what’s going on in
people’s heads first, then applies it to their
behavior.
 Jean Piaget: studies children’s cognitive
development.

24. A Brief History of Psychology
 Lev Vygostsky (1896-1934):
 Zone of Proximal Development
(ZPD)
 Social learning
 Co-operative learning

25. A Brief History of Psychology
 Jerome Bruner (1915-):
 Scaffolding
 The ‘spiral curriculum’
 ‘Cognition is involved in everything
a human being might possibly do…’

26.  Psychology is a science:
 It is empirical : experimental.
 It is a systematic study.
 It uses measurements and
tools of measurement.
 It has Definitions of terms.
 Universal Implication
 Objectivity
 Nature of Psychology
 Psychology is an Arts
 It requires
 Experience more than techniques in understanding behavior
 It is a skill to understand
 It very from person to person
 From all above views nature of Psychology may consider as both science
as well as arts. Though it is a science but it its not a science like Physics
or Biology. So it is not a Pure Science rather it is a Normative Science.

27.  It is a systematic study of behavior
 It study about cognitive, conative/psycho-motor and affective
behavior
 It is a developmental and progressive science
 It is a social science
 Nature of Psychology

28. Major Branches of psychology
 Abnormal psychology deals with behaviour disorders and disturbed
individuals. For example, researchers might investigate the causes of
violent or self-destructive behaviour or the effectiveness of procedures
used in treating an emotional disturbance.
 Clinical psychology uses the understandings derived from
developmental and abnormal psychology to diagnose and treat mental
disorders and adjustment problems. Some clinical psychologists work
to develop programmes for the prevention of emotional illness or
conduct basic research on how individuals can better cope with the
problems of daily life.

29. Major Branches of psychology
 Comparative psychology explores the differences and similarities in the
behaviour of animals of different species. Psychologists in this field
make systematic studies of the abilities, needs, and activities of various
animal species as compared with human beings.
 Developmental psychology studies the emotional, intellectual, and
social changes that occur across the life span of human beings. Many
developmental psychologists specialize in the study of children or
adolescents.
By P. Muthupandi.

30. Major Branches of psychology
 Educational psychology attempts to improve teaching methods and
materials, to solve learning problems, and to measure learning ability
and educational progress. Researchers in this field may devise
achievement tests, develop and evaluate teaching methods, or
investigate how children learn at different ages.
 Industrial psychology is concerned with people at work. Industrial
psychologists investigate such matters as how to make jobs more
rewarding or how to improve workers' performance. They also study
personnel selection, leadership, and management. Organizational
psychology is a closely related field.
 Social psychology studies the social behaviour of individuals and
groups, with special emphasis on how behaviour is affected by the
presence or influence of other people. Social psychologists concentrate
on such processes as communication, political behaviour, and the
formation of attitudes.

31. Major Branches of psychology
 Human Psychology:
 Child Psychology
 Adolescent Psychology
 Animal Psychology
 Plant Psychology
 Criminal Psychology
 Political Psychology
 Para-Psychology

32. By P. Muthupandi.
D e f i n i t i o n,
S c o p e,
U t i l i t y .

33. EDUCATION:
The word Education is derived from Latin root:
 “Educo “ and
 “Educere” = to lead out,
to draw out
– the innate capacities in man.
 “Educare” = to bring up,
to raise.
– from one level to another.
 “Educatum” = the act of teaching/training.

34. By P. Muthupandi.
Definitions of Education:
 Swami Vivekananda defines:
“Education is the manifestation of perfection already present in
man.”
 Mahatma Gandhi defines:
“By Education, I mean, an alround drawing out of the best in the
child and man – body, mind and spirit.”
 Froebel:
“Education is a process by which the child makes the internal
external.”
 John Dewey defines:
“Education is life, life is education”.
 According to Pestalozzi,
“Education is a natural, harmonious, progressive development of
man’s innate powers.’

35. Adams in his book- “Education: A Evolution Theory”

36. Defined by John Dewey

37. By P. Muthupandi.
Definitions of Educational Psychology
 C.V. Good :
“Educational psychology is (i) the investigation of
psychological problems involved in education, together with
the practical application of psychological principles to
education (ii) a study of nature of learning.”
 J.M. Stephon :
“Educational Psychology is a systematic study of educational
growth.”
 Crow and Crow :
“Educational Psychology describes and explains the
learning experiences of an individual from birth through old
age.”

38. Nature of Educational psychology
 Educational Psychology is science as well as arts
 is a positive science
 It is a social science
 It is systematic study of behaviour
 is a practical science or applied science (applied in the
field of education)
 It is directional or purposive
 It is adjustment
 It is diagnosis and remedial science
 is helpful in the achievement of the practical ideals of life.

39. Scope of Educational Psychology
 The Nature of the learner
 Growth and Development
 Heredity and Environment
 Process of Learning
 Theories and Principles of learning
 The Nature of the Teacher
 Effective Teaching Methodology
 Curriculum and Learning Task
 Learning Facilities
 Psychological Testing
 Group Dynamics
 Exceptional Children
 Challenges of Education
 New Trends and Issues in Education

40. Objectives of Educational Psychology
 To develop individual up to their maximum potentials
 To develop a scientific attitude
 To help the students in their selection of subjects,
career, lifestyles etc.
 To help the teacher in making effective teaching
 To help the education in realizing its objectives.
 To solve challenges of education
 To arrange effective educational environment
 To bring reforms in education
 To enable maximum individual, social and national
development.

41. Importance of Educational
Psychology
 Help to understand the learner
 Help the teacher to understand himself
 Help to make teaching learning process effective
 Effective teaching
 Making discipline
 Effective and long term positive modification
 Help to understand growth and development natuure
of the individual
 Help to understand and control various factors
associate with effective educational system
 Help to realize aims and objectives of education

42. Importance of Educational
Psychology
 Help to bring reforms in education, society and in
nation.
 Help to Collect information on various behavioural
patterns.
 Help to develop adjustment
 Help to reduce social evils and damages
 Help to establish healthy relationship between pupil-
teacher, teacher-administrators
 Help in healthy planning and administration
 Help in construction of educational goals
 Help in planning of need based curriculum
 Help in School management

43. Concept of Teaching
 Traditionally teaching is known as act of imparting
instructions to the learners in the class room situation.
 But in today's concept learning is more than
instruction and beyond the restriction of four-walls of
a class room.

44. Definitions of Teaching
 Teaching is a relationship which keeps the child to develop all his
powers.
• Ryburn
 Teaching is a system of actions intended to produce learning.
 Smith
 Teaching is the task of teacher which is performed for the
development of the child.
 Green
 Teaching is an interpersonal influence aimed at changing the
behaviour potential of another.
 Gage
 Teaching is an intimate contact between a more mature
personality and less mature personality which designed to
further the education of the learner.
 Morrison

45. Characteristics of Teaching
 Teaching is a science which involves method, techniques and tools.
 Teaching is an arts need practice, skills and experiences.
 Teaching is an interpersonal relationship between more mature and
the.
 Teaching is tripolar process.
 Teaching is directional.
 Teaching is diagnosis as well as remedial.
 Teaching is for the developmental change of learner behaviour.
 Teaching always influenced by the and for the learning.
 Teaching is a social service.
 Teaching is a professional work.
 Teaching depends on ability, knowledge, skills, experience of the
teachers.
 Teaching also depends on learning task and learning environment.

46. Types of Teaching
 Cognition – for the development of habits
 Training- for the development of skills
 Imparting- for the development of knowledge
 Indoctrination – for the development of beliefs

47. Teaching involves….
 Approach
 Methods
 Techniques
 Styles
 Interaction
 Experience

48. Types of teachers..
 An average Teacher- Impart the content matter like a
transformer
 A good teacher- Make explain, relates and compare the
content matter accelerates understanding on the
subject matter.
 An Excellent Teachers – inspire the students to create
the knowledge.

49. Levels of Teaching
Reflective
Understanding
Knowledge