.
?
S
EDUC. 220-3
PSYCHOLOGICAL ISSUES IN EDUCATION.
?
1973-1
Kieran Egan
Course Outline:
The course is designed as an introduction concerned with the
identification and study of educational issues and teaching conditions
from a psychological point of view. It follows that Child Development,
Learning, Motivation, Evaluation and Adjustment are topics of primary
concern. However, these topics will not be treated in the more usual
academic way but within a framework formed by the combination of:
1)
Competing psychological theories and their applicability in
practice.
2)
Current criticisms of educational policy and practice.
3)
Major psychological points of view in education today (e.g.
Piaget, Bruner, Maslow, Skinner and others).
4)
Recent studies of thinking - Convergent and Divergent.
The objectives of the course are well stated by these statements
taken and paraphrased from the introduction to the book of supplementary
readings published to accompany the text.
1) Observations intended to permit future teachers to formulate a
tentative conception of the relationships between psychology
and teaching.
2)
Advance the concept of a Teacher-Theorist and differing views
of conceptions of human behaviour which influence theory and
practice in education.
3)
Provide an opportunity for intensive study of the psychological
bases of arguments for and against current educational policies.
4) Stress the need to know about psycholo
g ical issues in order to
function effectively as a teacher and as a responsible critic of
evaluation.
5)
Provide opportunity for the study and interpretation of recent
research - content and techniques.
S
EDUC. 220-3
PSYCHOLOGICAL ISSUES IN EDUCATION.
?
1973-1
Kieran Egan
Texts and References:
Text
Robert F. Biehler Psychology Applied to Teaching, Boston:
Houghton Mifflin Company, 1971
Thrkd directly to this book oitll
fs_tn.t.swiU -.have—equa-lopThtünity to complete the minimum raqvil4bd
.rea4i-ng- for thtorfai—d*scus
Si Ofl.
Major References
Robert F. Biehier (Ed.) Psychology Applied to Teaching: Selected
Readings, Boston: Houghton Mifflin Company, 1972.
Torrance, E. Paul and White, W.F. Issues and Advances in Educational
Psychology, Itasca, Illinois, F.E. Peacock Publishers, Inc., 1969.
these- bookspaai 1 ël
1
h cetheseries of tutorial topics. The
fieC5)..copies on 24 hour reserve. The
1
pconsequent1y it may be necessary for
£re_fui1y in advance.
the chapters in the text. and
library has been asked-to place j
demand for these sh.ouid.be
heavy'I
individuals to plan their readinj
Other References
__.Durtn.g. the - Summer Semester the following-books were - placed- on--24--hour
eve-i-n- the1ibY'y.
--
The 1iWi11biêvféiëd and apröprTatély iodiTie
ben-the- 1-ibrary-ana1ysi-sof- use.- i-s ava4.1-able.
ADAMS, James F.
AUSUBEL, David P.
BALDWIN, Alfred C. (Ed.)
BRUNER, Jerome S.
BRUNBER, Jerome S.
CRONHACH, L.J.
ELLIS, Henry
FLAVELL, J.H.
GAGNE, Robert M.
HUNT, J. McV.
MASLOW, A.H.
PIAGET, Jean
PIAGET, Jean
ROSENBLITH and ALLINSMITH (Eds.)
SHAFFER, L.F. and SHOBEN, E.J.
Understanding Adolescence
Educational Psychology: A Cognitive View
Theories of Child Development
The Process or bducatlon
Towarda Theory of Instruction
Essentials of Psychological Testing
The Transfer of Learning
The Developmental Psychology of Jean Piaget
The Conditions of Learning
Intelligence and Experience
Toward a Psychology of Being
The Child's Conception of the World
The Moral Judgement of the Child
The Causes of Behavior
The Psychology of Adjustment
. ?
S
-2-
SHULMAN, and KEISLAR (Eds.) ?
Learning by Discovery
STEPHENS, J.M. ?
The Process of Schooling
STROM, Robert D.
?
Psychology for the Classroom
TORRANCE, E. Paul
?
ReWarding Creative Behavior
1 ?
Th
?
ex
?
'ide ?
reading. for
as within the context of the
ajters-. - Full ?
thtservi ce.