PSYCHOLOGICAL FOUNDATION *Fluid Intelligence - capacity to reason and solve novel

problems, independent of any knowledge from the

Branches of Psychology related for Guidance & past. (includes inductive and deductive reasoning)
Counselor: *Crystallized Intelligence - ability to use skills,
- General Psychology knowledge and experience
- Developmental Psychology - intellectual achievement (largely through one's
- Educational Psychology vocabulary and general knowledge)
- Social Psychology

Long Term memory (LTM)

Sigmund Freud's
Id - pleasure principle (primary process thinking Declarative Memory
Procedural Memory
(Explicit)
(Implicit)
Ego - reality principle (secondary process thinking)
Episodic memory
Superego - moral imperatives Semantic
Memory

'slip of the tongue' Autobiographical Experimental

episodic memory episodic memory

Freud's Psychosexual stages

Oral Stage - erogenous zone: mouth Flashbulb
memory
Anal Stage - erogenous zone: bowel and bladder control
Phallic Stage - erogenous zone: genitals
Latent Stage - libido inactive
Genital Stage - maturing sexual interests SOCIOLOGICAL FOUNDATION

Stages of Psychosocial Development
1. Trust vs Mistrust (infant)
2. Autonomy vs Shame & Doubt (toddler)
3. Initiative vs. Guilt (pre-schooler)
4. Industry vs. Inferiority (school-ager)
5. Identity vs. Role Confusion (adolescent)
6. Intimacy vs. Isolation (young adult)
7. Generativity vs. Stagnation (middle age)
8. Ego-Integrity vs. Despair (older adult)
Sociology - study of the social life of individuals, groups
and societies
- focuses on understanding social rules and processes
that connect and separate people not only as
individuals but as members of associations, groups and
institutions.
Social Psychology - how an individual understand/
perceive the group (individualistic)

Commitment (Crisis: Achieved No Crisis: Foreclosed) Social Cognitive Theory

No Commitment (Crisis: Moratorium, No Crisis: • Attention
Diffused) • Retention (tumatatak)
• Production (you perform)
Piaget's Stages of Cognitive Development • Motivation (observation)
Sensorimotor Stage: 'Object Permanence'
Preoperational Stage: 'Egocentrism Centration' Social Exchange Theory
Concrete Operational Stage: Conservation, Reversibility Worth = Rewards - Costs
Formal Operational Stage: Abstract
Social Facilitation Theory - an improvement in
performance produced by the mere presence of others.
• Co-action effects - your performance being better
on a task, merely because there are other people
doing the same task as you.
• Audience effect - change in behavior caused by
being observed by another person, or the belief that
one is being observed by another person
Chaos Theory - not about disorder, but rather about
very complicated systems of order (unpredictable)
Consensus Theory - particular political or economic
system is a fair system (social change should take place
w/in social institutions)
*absence of conflict is seen as the equilibrium state of
society
Conflict Theory - focuses on negative, conflicted, and
ever-changing nature of society (challenges the status
quo - social revolution)
PHILOSOPHICAL FOUNDATION
World Philosophies
• Idealism
• Realism
• Pragmatism
• Existentialism
• Character Development: Imitates examples like
heroes and saints.
REALISM
Reality exists independent of the mind.
World of physical objects is the ultimate reality.
• Focus: Body
• Proponent: Aristotle
• Curricular Emphasis: Math and Science
• Teaching Method: Mastery of basic facts and skills,
demonstration and recitation
• Character Development: Training in rules of
conduct
PRAGMATISM
Universe is dynamic and evolving.
Purpose of thought is action. Truth is relative.
• Focus: Experience/ Action
• Proponent: Pierce and Dewey
• Curricular Emphasis: Social experience and the
creation of a new social order
• Teaching Method: Project method
• Character Development: Group decisions in light of
consequences.

Educational Philosophies EXISTENTIALISM

• Perennialism Reality is subjective w/in the individual. Individual
• Essentialism rather than external standards.
• Progressivism • Focus: Freedom
• Reconstructionism • Proponent: Sartre and Kiekegaard
• Curricular Emphasis: Subjective of personal choice
Psychological Orientations • Teaching Method: Individual as entity in the social
• Information Processing context
• Behaviorism and Social Learning • Character Development: Individual responsibility
• Cognitivism for decisions and preferences.
• Humanism

Educational Philosophies
World Philosophies PERENNIALISM
IDEALISM • Related Philosophy: Idealism
Ideas – only true reality and the only thing worth • Focus: Teach ideas that are everlasting. Seek
knowing. enduring truths that are constant through great
• Focus: Mind literature, art, philosophy, and religion.
• Proponent: Plato and Socrates • Timeless.
• Curricular Emphasis: Literature, History, Philosophy, • Proponents: Hutchins, Maritain, Adler, Bloom
Religion • Key: Great books – Humanities
• Teaching Method: Lecture and Discussion

ESSENTIALISM
• Related Philosophy: Realism
• Focus: Teach the common core: basics of
information and skills (cultural heritage) needed for
citizenship
• Curricular changes slowly.
• Proponents: Bagley, Bestor, Hirsch, Finn, and Ravich
• Key: Kill and Drill – Balanced
PROGRESSIVISM
• Related Philosophy: Pragmatism
• Focus: Ideas should be tested through active
experimentation. Learning rooted in questions of
learners in interaction w/ others.
• Experience ad student centered.
• Proponents: Dewey and Kilpatrick
• Key: Non-traditional, pace of student is paramount.
reflection on actions. Student centered learning around
conflicts to present knowing structures.
• Proponents: Piaget, Bronfenbrenner, Bruner,
Vgotsky
HUMANISM
Personal freedom, choice, responsibility.
Achievement motivation towards highest levels.
Control of one’s own destiny. Child-centered.
Interaction with others.
• Proponents: Rousseau, Maslow, Rogers, Combs,
May

RECONSTRUCTIONISM
• Related Philosophy: Existentialism
• Focus: Critical Pedagogy/ Critical Theory: Analysis of
world events, controversial issues and diversity to
provide vision for a better world and social change.
• Proponents: Counts, Habermas, Illich, Giroux, Freire
• Key: Education and its function in the real world.

Psychological Orientations
INFORMATION PROCESSING
Mind makes meaning through symbol-processing
structures of a fixed body of knowledge. Describes how
information is received, processed, stored, and
retrieved from the mind.
• Proponents: Gagne, Stenberg, Anderson

BEHAVIORISM AND SOCIAL LEARNING

Behavior – shaped by design and determined by forces
in the environment. Learning occurs as a result of
reinforcing responses to stimuli. Including observational
and imitative learning.
• Proponents: Pavlov, Watson, Skinner, Throndike
and Bandura

COGNITIVISM
Learner actively constructs own understanding of
reality through interactions with the environment and