Philosophy of education - Wikipedia Philosophy of education can refer either to the application of philosophy to the problem of education, examining definitions, goals and chains of meaning used in education by teachers, administrators and policymakers. It can involve the examination of particular visions or approaches by researchers and policy-makers in education that often address contemporary debates and assumptions about innovations and practices in teaching and learning by considering the profession within broader philosophical or sociocultural contexts.[1] Instead of being taught in philosophy departments, philosophy of education is usually housed in departments or colleges of education,[7][8][9] similar to how philosophy of law is generally taught in law schools.[2] The multiple ways of conceiving education coupled with the multiple fields and approaches of philosophy make philosophy of education not only a very diverse field but also one that is not easily defined. Philosophy of education[edit] Idealism[edit] A.
Epistemological psychology Epistemological psychology is a multi-sided perspective in psychology uncovering simple primary hidden inklings (images) in ideas, actions, feelings and all social interactions. The inkling is presumed to trigger an affect which encapsulates and saturates all human experience. In everyday life, inklings induce detection either via human enactments (through habitual behavior) or through spontaneous devotion (conscious expression in the arts). The term episteme is related to the Greek word επιστήμη, which translates literally as standing near or by that which causes but is often simplified as knowledge or science. History[edit] Episteme psychology began with the 1940s written works of Gaston Bachelard, whose many books focused on poetics and (day-) dreaming. See also[edit] Further reading[edit] References[edit]
E-learning (theory) - Wikipedia Cognitive science principles of effective multimedia learning E-learning theory describes the cognitive science principles of effective multimedia learning using electronic educational technology. Multimedia instructional design principles[edit] Germane cognitive load: the mental effort required to process the task's information, make sense of it, and access and/or store it in long-term memory (for example, seeing a math problem, identifying the values and operations involved, and understanding that your task is to solve the math problem).Intrinsic cognitive load: the mental effort required to perform the task itself (for example, actually solving the math problem).Extraneous cognitive load: the mental effort imposed by the way that the task is delivered, which may or may not be efficient (for example, finding the math problem you are supposed to solve on a page that also contains advertisements for math books). Empirically established principles[edit] A. B. Learning theories[edit]
Differential psychology Differential psychology studies the ways in which individuals differ in their behavior. This is distinguished from other aspects of psychology in that although psychology is ostensibly a study of individuals, modern psychologists often study groups or biological underpinnings of cognition. For example, in evaluating the effectiveness of a new therapy, the mean performance of the therapy in one treatment group might be compared to the mean effectiveness of a placebo (or a well-known therapy) in a second, control group. In this context, differences between individuals in their reaction to the experimental and control manipulations are actually treated as errors rather than as interesting phenomena to study. This is because psychological research depends upon statistical controls that are only defined upon groups of people. Importance of individual differences[edit] Areas of study[edit] See also[edit] References[edit] Further reading[edit]
Learning theory (education) - Wikipedia Theory that describes how students receive, process, and retain knowledge during learning Educational philosophy [edit] Classical theorists Educational psychology Methodological behaviorism is based on the theory of only explaining public events, or observable behavior. In behavior analysis, learning is the acquisition of a new behavior through conditioning and social learning. Learning and conditioning The three main types of conditioning and learning: Classical conditioning, where the behavior becomes a reflex response to an antecedent stimulus.Operant conditioning, where antecedent stimuli results from the consequences that follow the behavior through a reward (reinforcement) or a punishment.Social learning theory, where an observation of behavior is followed by modeling. Transfer of learning Techniques and benefits of transfer of learning Other cognitive theories Transformative learning theory Educational neuroscience Formal and mental discipline Multiple intelligences Other learning theories 76.
Experimental aesthetics Nowadays, psychologists and neuroscientists define the field of aesthetics more narrowly as considering the perception, creation, and evaluation of objects that evoke an intense feeling.[2] It is a specialized sub-field of empirical aesthetics that distinguishes itself by using experiments to test causal hypotheses. In contrast, empirical aesthetics also embraces survey studies, field observations, and other non-experimental methods. The field has developed significantly over the past few decades. On the one hand, through the continuous development of cognitive and emotional models of the description of aesthetic experience,[3][4] taking into account various psychological variables. Experimental aesthetics is strongly oriented towards the natural sciences. Methodology[edit] The analysis of individual experience and behavior based on experimental methods is a central part of experimental aesthetics. Here it is difficult to assign an absolute value to the aesthetics of an object.
Food psychology From Wikipedia, the free encyclopedia Psychology of food choice Food psychology is the psychological study of how people choose the food they eat (food choice), along with food and eating behaviors.[1] Food psychology is an applied psychology, using existing psychological methods and findings to understand food choice and eating behaviors.[2] Factors studied by food psychology include food cravings, sensory experiences of food, perceptions of food security and food safety, price, available product information such as nutrition labeling and the purchasing environment (which may be physical or online). As of 2022[update], there are no specific journals for food psychology, with research being published in both nutrition and psychology journals.[4][8] COVID-19[edit] Food psychology has been used to examine how eating behaviors have been globally affected by the COVID-19 pandemic. Italy[edit] See also[edit] References[edit]
Critical psychology Critical psychology is a perspective on psychology that draws extensively on critical theory. Critical psychology challenges mainstream psychology and attempts to apply psychological understandings in more progressive ways, often looking towards social change as a means of preventing and treating psychopathology. One of critical psychology's main criticisms of conventional psychology is that it fails to consider or deliberately ignores the way power differences between social classes and groups can impact the mental and physical well-being of individuals or groups of people. Origins[edit] Criticisms of mainstream psychology consistent with current critical psychology usage have existed since psychology's modern development in the late 19th century. Klaus Holzkamp[edit] One of the most important and sophisticated books in the field is the Grundlegung der Psychologie[2] (Foundations of Psychology) by Klaus Holzkamp, who might be considered the theoretical founder of critical psychology.
Gestalt psychology Gestalt psychology or gestaltism (German: Gestalt – "shape or form") is a theory of mind of the Berlin School. The central principle of gestalt psychology is that the mind forms a global whole with self-organizing tendencies. This principle maintains that the human mind considers objects in their entirety before, or in parallel with, perception of their individual parts; suggesting the whole is other than the sum of its parts. Gestalt psychology tries to understand the laws of our ability to acquire and maintain meaningful perceptions in an apparently chaotic world. In the domain of perception, Gestalt psychologists stipulate that perceptions are the products of complex interactions among various stimuli. Contrary to the behaviorist approach to understanding the elements of cognitive processes, gestalt psychologists sought to understand their organization (Carlson and Heth, 2010). Origins[edit] Gestalt therapy[edit] Theoretical framework and methodology[edit] Properties[edit] Reification
Comparative psychology Comparative psychology refers to the scientific study of the behavior and mental processes of non-human animals, especially as these relate to the phylogenetic history, adaptive significance, and development of behavior. Research in this area addresses many different issues, uses many different methods, and explores the behavior of many different species, from insects to primates.[1][2] Comparative psychology is sometimes assumed to emphasize cross-species comparisons, including those between humans and animals. However, some researchers feel that direct comparisons should not be the sole focus of comparative psychology and that intense focus on a single organism to understand its behavior is just as desirable; if not more so. Donald Dewsbury reviewed the works of several psychologists and their definitions and concluded that the object of comparative psychology is to establish principles of generality focusing on both proximate and ultimate causation.[3] History[edit] the brain of a cat