HISTORY

OF

EDUCATIONAL PSYCHOLOGY

Instructor:

Camielle Sarausad

Dianne Villa G. Meredores

BS Psych III
Plato and Aristotle. Plato who believed that all knowledge is innate at birth and is perfectible by experiential learning
during growth. Aristotle, Plato's student, was the first to observe that "association" among ideas facilitated
understanding and recall. He believed that comprehension was aided by contiguity, succession, similarity and
contrast.

Juan Vives (1493–1540) He emphasized the importance of understanding individual differences of the students and
suggested practice as an important tool for learning. He introduced his educational ideas in his writing, "De anima et
vita" in 1538.

John Locke (1600) Locke was called "Father of English Psychology". One of Locke's most important works was
written in 1690, named An Essay Concerning Human Understanding. In this essay, he introduced the term "tabula
rasa" meaning "blank slate." Locke explained that learning was primarily understood through experience only, and we
were all born without knowledge.

John Comenius (1592-1670) He was a Moravian clergyman, and the first person to recognize the age differences in
children's ability to learn. He also noticed that children learn more effectively when they are involved with
experiences that they can assimilate.

Jean Jacques Rousseau (1712-1778) In France, during the mid18th century, he put forth a new theory of
educational pedagogy. In his famous work Emile, published in1762, he explained his views on the benefits of health
and physical exercise, and the belief that knowledge acquisition occurs though experience.

Johann Heinrich Pestalozzi (1746-1827) A Swiss educational reformer, emphasized the child rather than the
content of the school. He was one of the first educators who attempted to put Rousseau's teaching into practice and
teach children by drawing upon their natural interests and activities.

Johann Friedrich Herbart (1776–1841) He is acknowledged as the educational psychology. He was the first
scientist to distinguish instructional process from subject matter.

William James (1842-1910) A philosopher and a psychologist, William James, has been called the "Father of
American psychology." In his famous series of lectures Talks to Teachers on Psychology, published in 1899, James
defines education as "the organization of acquired habits of conduct and tendencies to behavior".

Alfred Binet (1857-1911) He published Mental Fatigue in 1898, in which he attempted to apply the experimental
method to educational psychology. In this experimental method he advocated for two types of experiments,
experiments done in the lab and experiments done in the classroom. In 1904 he was appointed the Minister of Public
Education.

Edward Bradford Titchener (1867- 1927) He was one of the first eminent Educational Psychologists to practice in
America. He focused on such higher mental processes as concept formation and argued that introspection is a valid
form for interpreting great variety of sensations and feelings.

John Dewey (1859-1952) In 1896 Dewey established the Dewey’s Laboratory School which became the brain child
of progressive education in contrast to the rigid, teacher centered traditional educational. Dewey made a wealth of
timeless contributions to the knowledge base in educational psychology and theory.

Maria Montessor (1870-1952) Montessori’s scientific approach to the free classroom led to a method of self-directed
learning for children.

Edward Thorndike (1874–1949) He is credited with establishing the "Law of Effect" to account for the strengthening
or weakening of connections as a result of experience. In 1914, Thorndike completed the three volume series,
Educational Psychology. For nearly fifty years the field of Educational Psychology embraced the theory of
associationism without question.

Jean Piaget (1896-1980) He is best known for his work involving cognitive development in children, and he
developed the theory of ‘genetic epistemology’.
Lev Vygotsky (1896-1934) The work of Lev Vygotsky is considered one of the foundations of research and theory in
the field of cognitive development over the past several decades. Vygotsky is particularly known for his research and
contributions to the evolution of Social Development Theory

Carl Ransom Rogers (1902-1987) His seminal work on adult education was Freedom to Learn (1969), later updated
as Freedom to Learn for the 80’s (1983).

Benjamin Samuel Bloom (1913-1999) Bloom's Taxomony, known throughout the world, is considered a classic in
pedagogical theory.

Malcolm Knowles (1913-1997) He influenced the development of Humanist Learning Theory and believed that
adults were self-directed learners.

Jerome Bruner (1915-present) Is an American psychologist whose contributions were in human cognitive
psychology and cognitive learning theory in educational psychology. Bruner also made contributions is developmental
psychology, language development, and legal psychology.

Robert M. Gagne (1916-2002) Gagne's assumption is that different types of learning exist, and that different kinds of
instructional conditions are most likely to bring about these different types of learning.

John B. Carroll (1916-2003) American psychologist known for his development of the ‘Model for School Learning’ in
which he challenged current notions of student aptitude and suggested that all children could learn well, but differed
in the time they required to do so.

George Armitage Miller (1920-2012) Cognitive theorist that revolutionized the idea that learning started from the
inside rather than the outside as behaviorist theories proposed.

Albert Bandura (1925-present) Professor of Psychology at Stanford University. He coined the term Social Cognitive
Theory (SCT) and introduced it widely in 1986 with the publication of his book Social Foundations of Thought and
Action: a Social Cognitive Theory.

Lawrence Kolhberg (1927-1987) The works of Jean Piaget inspired Kohlberg’s stages of moral development;
Kohlberg’s stages explained the development of moral reasoning.

David Kolb (1929-present) David Kolb is credited with developing the first formal experiential learning theory in
1984. This theory was explicitly based on the work of Jean Piaget, John Dewey and Kurt Lewin.

Howard Gardner (1943-present) He is best known for his theory of Multiple Intelligences.

Barry Zimmerman (ND-present) Professor of Educational Psychology at the City University of New York. He is
researcher and contributor to SCT, with focus on self-regulated learning and demonstrational teaching.