This article identifies some of the important issues that underlie student-teacher conflicts regarding animal experimentation and dissection in psychology education. Understanding the reasons why students object to animal laboratories, why some teachers may refuse students access to non-animal alternatives, and why other teachers support student choice is an important first step in resolving student-teacher disputes regarding the use of animals in the psychology classroom. The article discusses why establishing an openly declared student choice policy at schools that use animals (...) in psychology education is a reasonable thing to do and describes how a student choice policy works in practice. (shrink)

Supporting students to develop transferable skills and gain employment is a vital function of Universities in the era of the Fourth Industrial Revolution. A key area is work readiness, which has steadily grown in importance over the last 2 decades as tertiary institutions increasingly aim to produce graduates who perceive and are perceived as work ready. However, a large majority of graduates report a lack of skills and confidence needed for the effective transition from study to work. This may be (...) particularly problematic for disciplines that impart both discipline-specific and transferrable skills, such as psychology. The aim of this paper is to addresses the concept of work readiness within Australian psychological training and explores the need to shed light on and integrate work readiness within the pedagogy of psychology within Australia. Specifically, this paper calls for a review of work readiness skills developed in psychological courses to ensure industry needs are met. Beyond such a review, it is suggested that tertiary centres need to facilitate students in capturing and reflecting upon the transferable skills that they develop; and build assessments that allow students to demonstrate transferable skills in a meaningful way. Further, this paper proposes that work readiness skills be routinely mapped onto graduate attributes and course learning outcomes to be readily available by students so as to increase students’ potential to articulate their learnt work readiness skills once in the workplace. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:“Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music by Julia Eklund KozaJune Boyce-TillmanJulia Eklund Koza, “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music (Ann Arbor, MI: University of Michigan Press, 2021)This is a difficult book to read not only because of its length but also its content. While reading the history of eugenics and how it played out (...) in the invention of the holocaust, I found myself feeling the nausea that I similarly feel when embarking on Margaret Attwood’s Handmaid’s Tale. I also remembered how I had used the Seashore tests of musical ability in my time teaching in London primary schools. I was faced with a common problem in UK State schools–three places for violin tuition and twenty children seeking them. The Seashore tests appeared to be the answer to the problem. The claims made for them were that they would tell me which children were likely to succeed because they had more musical ability than others. It was only in the process of using them that I realized that this was an unjustified claim. Conversations with John Sloboda revealed two other aspects that might play out in musical success. One was a moment/event which made a person fall in love with a particular instrument and want to learn it. The other was the amount of time a person would put in to practice the instrument, which in many London contexts with high-rise flats and no soundproofing [End Page 83] was extremely difficult. All that the Seashore tests showed was the third aspect involved in engagement with music, which was the ability to recognize the musical patterns of a particular culture. But what this book shows us so clearly is the danger of rating this ability to grasp the musical patterns of the Western classical musical traditions as the totality of musical ability. Beneath this is the belief that some people are innately musical but, more significantly, others are not. In my experience, musicality is a difficult area in our UK culture; people are more likely to say that they are not musical in a way that they would not in relation to any other academic discipline such as English, geography or history. In many educational contexts, I have pointed out that, if a teacher believes that some students are musical and some are not, then it is unethical to have class music lessons for everyone in the curriculum. Helpfully, in the final chapter of the book, some of these shades from the past, that still color contemporary thinking about music education, are clearly set out.To turn to the book itself, the first chapter sets out Seashore’s life as a “Mendelian hereditarian who believed that musical talent is biologically inheritable, differently bestowed, and immutable.”1 The author contextualizes the belief system in which this is rooted, discussing the American Eugenics Society, the best baby contests, and the “great man” narratives of the early to mid-twentieth century (first set out in Galton’s idea of genius). Seashore’s legacy figures in a number of academic fields, including audiology, aesthetics, educational reform, the American Psychological Society, and the National Academy of Sciences. She hopes to initiate a debate about how eugenics has, and still does have, a part in stories of both music education and education generally. She situates her work in a view of “‘the past’ as a dynamic construct created and recreated in the present.”2 She sets up a different way of remembering the past by acknowledging that past, present, and future are culturally constructed and bounded, in which she uses Foucault’s concept of power.3 She considers the role of “solid” science in supporting both eugenics and its responsibility for the Holocaust. I would recommend that anyone embarking on historical musicology read this chapter to understand the complex mechanisms which need to underpin such study.My own academic research has been about deconstructing the patriarchal values that filled my own miseducation in music history. The legacy of Galton’s construction of genius dominated my music education and when I took my professorial... (shrink)

Since the mid-1990s, interreligious education has become an integral component of the religious education debate. Regardless of the affective level that interreligious education seeks to provide, the desired changes in attitude and prejudice require one to take into account a diversity of research on attitude and prejudice. Accordingly, the goal of the present article is to encourage the adoption of psychological theories of prejudice with a view to the prospects they offer to interreligious education. However, because (...) the field of psychological prejudice research is complex, we will only be discussing those theories that, firstly, reflect the present state of prejudice psychology and, secondly, are of particular relevance to interreligious education; these are cognitive theories, the social identity theory, and social learning theory. Emanating from this review, the article will go on to reflect different strategies of attitude change for interreligious learning. (shrink)

The multiplicity of definitions and conceptions of self-regulation that typifies contemporary research on self-regulation in psychology and educational psychology is examined. This examination is followed by critical analyses of theory and research in educational psychology that reveal not only conceptual confusions, but misunderstandings of conceptual versus empirical issues, individualistic biases to the detriment of an adequate consideration of social and cultural contexts, and a tendency to reify psychological states and processes as ontologically foundational to self-regulation. The essay concludes with a (...) consideration of educational research and intervention in the area of students’ self-regulated learning in terms of the scientific and professional interests of psychologists and educators, and the disguised manipulation of student self-surveillance in the service of the institutional mandates of schools. (shrink)

This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students’ moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for (...) self-improvement by connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework. (shrink)

Toward the end of his life, the Russian psychologist L.S. Vygotsky turned away from his earlier work that he has become famous for only to sow the seeds for a new theory. In this theory, affect was to play a central role, there was to be a primacy of social relations, and anything mental (mind, thought, self, other, knowledge) was an event rather than a thing. This is essentially a transactional perspective. In this book, the author articulates a transactional psychology (...) of education drawing on the works of G.H. Mead, J. Dewey, G. Bateson, F. Mikhailov, and E. Il'enkov. All theoretical positions are developed out of videotaped exchanges, thereby giving concrete character to every psychological concept articulated. (shrink)

Art Education, Its Philosophy and Psychology is a collection of essays by Thomas Munro, a pioneering figure in the field of art education. Munro's work laid the foundation for a new model of art education that emphasized creativity and self-expression. This book is an essential resource for art educators, students of art education, and anyone interested in the history and theory of art education. This work has been selected by scholars as being culturally important, and (...) is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

It would be interesting to speculate why particular lines of enquiry flourish and fade. The study of ‘character’ is a case in point. In the '20s and early '30s the study of ‘character’ was quite a flourishing branch of psychology. It then came to an abrupt halt and, until recent times, there has been almost nothing in the literature on the subject. Perhaps it was the notorious Hartshorne and May Character Education Enquiry, and the inferences that were mistakenly drawn (...) from it, that killed it; perhaps it was the pre-occupation with something more general and amorphous called ‘personality’; perhaps it was the mixture of metaphysics and methodological neurosis centred around the rat. Who knows? Anyway, the study of character is very much with us again as is revealed not merely by Riesman's Lonely Crowd but also by the recent study by Peck and Havighurst called The Psychology of Character Development . The British Journal of Educational Psychology has also, for some time, been running a symposium on The Development of Moral Values in Children. (shrink)

The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is at least partly due to the hitherto predominance of philosophy and theory over the establishment of concrete mechanisms and agents of change. If educational neuroscience is to move forward and emerge as a distinct discipline in its own right, the traditional boundaries and methods must be (...) bridged, and an infrastructure must be in place that allows for collaborative and productive exchange. In the present paper, we argue that school psychologists have the potential to fulfill this need and represent important agents of change in establishing better connections between research and practice. More specifically, we use the National Association of School Psychologists Domains of Practice to highlight several areas where school psychology can actively support forging connections between neuroscience and educational practice. School psychologists represent untapped potential in their knowledge, skillset, and placement to serve a vital role in building the bridge between neuroscience and education. (shrink)

There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the ‘bedroom tax’. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships between psychological well-being, sociopolitical factors and education.

Music education can alleviate students’ psychological stress and play a positive role in the healthy growth and development of students. Synaesthesia theory is a relatively special cognitive phenomenon that can achieve connections between different sensory organs. Colour psychology can influence the change of mental state through the change of vision. In this study, synaesthesia theory and colour psychology were applied to music education, and the traditional music education method was used as the contrast method to set up (...) the experiment. The article focuses on the experimental results with regard to the Hamilton anxiety scale (HAMA) score of the use of traditional music by students. It shows that the music education mode integrating synaesthesia theory and colour psychology can better improve the classroom quality of music education, so as to better relieve the pressure of students and promote their healthy, happy and positive growth. Contribution: Difficult learning tasks add pressure to the student’s learning capabilities, which leads to psychological problems such as anxiety and stress. Music education can relax students’ nerves and psychology, so as to relieve students’ psychological pressure. The research applies synaesthesia theory and colour psychology to music education to improve the classroom quality of music, so as to better alleviate student pressures and promote healthy, happy and positive growth. This research represents data, which can be utilised by scholars in the field of religious education and public theology. (shrink)

With the rapid development of information technology, the society’s demand for innovative talents has become increasingly prominent. The purpose of this study is to optimize the teaching strategies of entrepreneurship education for college students, further cultivate college students’ entrepreneurial ideas, and promote the formation of entrepreneurial values. The problems existing in entrepreneurship education in colleges and universities are studied based on entrepreneurial psychology and attribution theory. A questionnaire survey is conducted on the problems with a high probability of (...) entrepreneurial failure of college students. The heads of new ventures in Xi’an are selected. Then, 300 questionnaires are distributed, and 209 are returned. The survey results are analyzed using failure attribution and failure learning. Suggestions are provided for management strategies of new ventures. The results show that the Corrected Item-Total Correlation value of R−1 is 0.65, and the CITC value of R−2 is 0.35. In addition, the Kaiser-Meyer-Olkin values of entrepreneurial failure attribution and entrepreneurial failure mode are both greater than 0.7, which indicates that the scale of entrepreneurial failure attribution has good validity and can be used for factor analysis. However, the KMO values of entrepreneurial failure attribution and entrepreneurial failure learning model are both greater than 0.7, and the significance of Bartlett sphericity test is 0.00, which indicates that the survey has good validity. The research has practical application and reference value for the cultivation of college students’ innovative and entrepreneurial ability. (shrink)

Review comment on the first edition "Wheldall asks himself and his readers what has transpired within the field of educational psychology ... and what its relevance actually is for teaching, learning and education. As such it is a 'must read' for all educational psychologists, students of educational psychology, teachers and teacher trainers." Professor Paul Kirschner, Open Universiteit, British Journal of Educational Technology What is the relevance of educational psychology in the twenty first century? In this collection of essays, leading (...) educational psychologists reflect on the seminal developments which have been made in the field over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics, including: intelligence; communication; family environments; individual differences; reading; peer learning; classroom behaviour; and higher education. Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed. Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters. (shrink)

Psychology training programs emphasize competencies like professional behavior, interpersonal skills, and emotional intelligence. Some students, known as students with problems of professional competence (SPPC), struggle in these areas. This study explored SPPC characteristics and educator experiences in managing them through semi-structured interviews with twelve Australian psychology educators. Thematic analysis revealed that SPPC often struggle with professional attitudes, feedback integration, reflective skills, and mental health, placing demands on resources and contributing to educator stress. The role of educators as gatekeepers, assessors, and (...) evaluators also raises concerns about maintaining ethical standards. Findings highlight the need for better understanding, support, and strategies for managing SPPC to uphold ethical standards. (shrink)

In this chapter I want to take up the specific question of the relationship between moral education and empirical findings in psychology. I will argue that moral education programmes are theoretically possible and would benefit in their practical application from empirical research already in existence in psychology. I will argue that situationism does not pose a threat for moral education, properly conceived, and that, in fact, educators can and should make use of situational factors. It strikes me (...) that much of the debate in this field is hampered by incomplete or partly inaccurate understandings of the main concepts, in addition to conflicting versions of what it is that we should be aiming for in the first place. (shrink)

Learning and development are well established as concepts in educational psychology. Gert Biesta has used terms such as “learnification” and “developmentalism” to describe a tendency that, in his view, removes existential qualities from teaching and education. Although important in the right contexts, the concepts do not represent the core of what education should be about, he claims. Jostein Sæther notes that in many ways he shares Biesta's view on the most fundamental quality of education, i.e., helping young (...) people exist as independent subjects in confrontation with their own will, responsibility, and freedom. In this paper, he addresses the overarching question of whether it is possible and desirable to think educationally about psychology in educational theory, specifically through relating Biesta's critique to selected handbooks, reviews, and metaliterature. Sæther does not propose integrating educational psychology into Biesta's existential theory but rather hopes to open a dialogue on different points of view that challenge each other in fruitful ways. The process of discussing certain principles, problems, and examples should yield a certain kind of “unclean” educational psychology, one that is relevant to “subjectification.” There are problems related to eclecticism and the tension between essence and existence, yet, in this context, Sæther sees a dialogical project as the only way forward. (shrink)

This chapter contains sections titled: The First Experiment The Second Experiment Education as Awakening Vocation Vocation and Response‐ability Toward an Ethical Pedagogy Notes References.

This book offers an innovative introduction to the psychological basis of mathematics and the nature of mathematical thinking and learning, using an approach that empowers students by fostering their own construction of mathematical structures. Through accessible and engaging writing, award-winning mathematician and educator Anderson Norton reframes mathematics as something that exists first in the minds of students, rather than something that exists first in a textbook. By exploring the psychological basis for mathematics at every level - including geometry, algebra, calculus, (...) complex analysis and more - Norton unlocks students' personal power to construct mathematical objects based on their own mental activity, and illustrates the power of mathematics in organizing the world as we know it. Including reflections and activities designed to inspire awareness of the mental actions and processes coordinated in practicing mathematics, the book is geared towards current and future secondary and elementary mathematics teachers who will empower the next generation of mathematicians and STEM majors. Those interested in the history and philosophy that underpins mathematics will also benefit from this book, as well as those informed and curious minds attentive to the human experience more generally. Anderson Norton is Professor in the Department of Mathematics at Virginia Tech, USA, where he has been teaching mathematics courses for future teachers for 15 years. He is the editor of Constructing Number, and the co-author of Developing Fractions Knowledge and Numeracy for All Learners. (shrink)

Ethics education is an important goal in higher education overall. It is not clear how well psychology programs are meeting this goal. The American Psychology Association’s Guidelines for the Undergraduate Psychology Major (APA 2013) were created to support high-quality education in psychology. The Guidelines focus on five goals including Ethical and Social Responsibility in a Diverse World. This study is a review of ethics information available online from Franciscan Colleges and Universities. We accessed 24 Franciscan institutions and (...) reviewed the available information provided by 22 of them. We asked several questions: Whether the psychology department provided a mission statement and was ethics addressed in it? What courses focused on ethics or mentioned ethics in their description? Were there other institutional ethics courses required for psychology majors? Was ethics mentioned in the institution mission? The results of this study indicate a need for more intentional inclusion of ethics in university and program mission statements as well as specific courses for the undergraduate psychology major. (shrink)

The purpose of this study is to analyze the relationship between psychology and modern art design education in colleges, and to provide the basis for improving the quality of art education in colleges. Based on the relevant theory, the characteristics of educational psychology and art psychology and the correlation between them were analyzed from the angle of art education. According to the characteristics of college students' psychological development, the significance of art psychology-related courses was analyzed. Through the (...) form of questionnaire, a total of 200 students were randomly selected from Xi'an Academy of Fine Arts and Xi'an University of Science and Technology, respectively. A total of 400 questionnaires were issued, and 382 valid questionnaires were recovered. The results show that almost all students in two colleges think pedagogy and educational psychology are the theoretical basis for art teachers, while less than one-third of students in Xi'an University of Science and Technology think that art psychology is the theoretical basis for art teachers. The difference between the students' aesthetic and life values in the two colleges is significant. In the 15 directions of life values, there are significant differences in five directions: spirit—material, enrichment—emptiness, enthusiasm—apathy, hope—despair, and dedication—acceptance. It shows that the psychological and values of college students are changeable, and the educators should pay attention to the education in the related fields of psychology. This exploration was conducted based on educational psychology, which is of great significance for improving the educational level of art psychology in colleges and enable students to form correct aesthetic standards and life values. (shrink)

Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based teacher-certification pathways have recently come under attack from various socio-political sectors, and the curriculum for teacher preparation is among the most contested issues. This article examines the lure of psychology for teacher education.

G Reddiford; Sociology, Psychology and the Study of Education, Journal of Philosophy of Education, Volume 3, Issue 1, 30 May 2006, Pages 81–103, https://doi.org.

The aim of the studies was to ascertain how far psychology students are ready to learn the vocation of education assistants to children and youth. Four general ways of acquiring knowledge and skills - by assimilation, by doing, by discovering, and by impression - were distinguished and interpreted with regard to the students’ prospective employment in educational institutions. Learning by doing and by impression turned out to be more expressive in the student self-reports than learning by assimilation and by (...) discovering. A proof that the Nosal/paluchowski typology of diagnosticians applies to psychology students was also in search. However, the pertinent Educational Diagnostician Inventory appeared satisfactorily valid only for those psychology sophomores who manifested the best-shaped attitudes towards educational diagnoses. They belonged mostly to concrete-objective and global-subjective attitude categories. Transactional analysis partly supported these findings of the survey. (shrink)

To improve the understanding of film and television postproduction for college students in the era of intelligent media, a study is conducted on college students’ short video communication education and audience psychology based on the rapid development of virtual image and the Internet of Things. Primarily, the collaborative filtering algorithm is optimized and combined with the principle of Spark and Hadoop platforms as well as the IoT and virtual image technologies. Then, a hybrid computing model is proposed, and the (...) two algorithms are improved and combined, with 90,000 network video records as data samples. Finally, the push accuracy of the hybrid algorithm and the traditional algorithm is calculated and compared, and based on this, a questionnaire survey on the audience psychology of short video production is carried out for college students. The results show that the time user of the combined algorithm is always at least 0.4 s faster than that of a single algorithm and the running speed of the algorithm with five nodes is nearly 80% higher than the algorithm with a single node. The Spark algorithm with multinode has good versatility in image recording and processing of large groups of college students. When processing more than 100,000 image records, the deviation values of Spark and Hadoop with a single node exceeded 1.1, but the deviation value of the hybrid algorithm was still lower than 1.1. With the increase of data volume, the deviation values of the three algorithms are increasing. Compared with the traditional CFA algorithm, the optimized algorithm has a higher speed in processing data and is more accurate in content pushing. From the questionnaire survey of college students, it is found that contemporary college students are not active in learning knowledge of virtual images. Hence, it is concluded that colleges must carry out relevant courses based on short video communication education and strengthen the short video communication education of college students. A reference is provided for the development of college students’ short video communication education in the digital age. (shrink)

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

This essay applies the material developed in The Wounded Researcher to education. The core issue in that book is the necessity to make a place for the complex unconscious in research in order to lay a foundation for an ethics that is based in deep subjectivity. The therapy room has characteristically been the place where this kind of work has occurred, and in this regard therapy has been a form of education. The boundaries of the therapy room have, (...) however, exploded and, given the awesome powers of technology to develop and communicate information, how do we make a place for the unconscious in our educational practices? Drawing upon the work of Carl Jung this essay addresses the following questions: How does one make a place for the unconscious in the classroom, without turning teaching into therapy?; How does a teacher make a place for the unconscious dynamics in the complex interactive field among himself/herself, the students, and the material without overwhelming students?; What are the limits and dangers of this effort?; What are the consequences if we continue to ignore these dynamics in the bodies of knowledge we build? Examples from teaching my book to graduate students in psychology are provided. (shrink)

Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for (...) class='Hi'>education and thus for educational research, though psychology's approach can be valuable, other theoretical stances are also necessary. It then analyses why psychology may be attractive nowadays in the educational field and identifies its prestige in academia, partly arising from its professionalization, but above all the use of a particular method and the focus on certain contents. This has historical antecedents, and so some illustrations are given of previous developments, paying attention as well to the controversies in which educational psychology has been involved in the past, as well as to the need of biographical research, which warns us to be careful with generalizations. It is argued that a more balanced approach (invoking the particularities of the situation as well as a broader concept of practical rationality) is required for the study of education and that educational researchers therefore should resist the tendency to see psychology as the default auxiliary science of education; instead they should reclaim their territory, do justice to the responsibility that is required and highlight the importance of understanding social practices to a large extent in terms of reasons and intentions. (shrink)