On the need for individualistic educational psychology emphasizing the central role of the learner
Education and psychology are related in more than just one way. The psychology of education could be related to educational principles in psychology or how education as a discipline is taught within psychology as a subject and how these two disciplines merge. However, this is primarily the focus of educational psychology which studies how human learning occurs, what ways of teaching are most effective, what different methods should be used to teach gifted or disabled children, and how principles of psychology could help in the study of schools as social systems.
Psychological education would be completely focused on learning methods as structured or imparted according to the psychological and individual needs of the students. Education would differ according to culture, values, attitudes, social systems, mindset, and all these factors are important in studying education in psychology.
Educational psychology is the application of psychological objectives within educational systems, and psychological education, as I distinguish here, is applying educational objectives in psychological processes. The first focus of using psychology in education is more general, and the second approach of using education in psychology is more individualistic. However, as far as the present study of educational approach to psychology is concerned, there is no difference between individualistic educational psychology and general educational psychology. All interrelationships between psychology and education are considered within the broad discipline of educational psychology.
However, a distinction between the more general educational psychology and more specific psychological or individualistic education could help understand the nuances of individualistic study and give a subjective dimension to the study of psychology in education. This could also help make learning systems more student-based and according to the needs of culture, society, individual or personal factors. This sort of study focusing on personal/psychological aspects of learning is not just about social objectives and objectives within educational systems but also about personal goals and objectives and the psychological processes involved in learning. Therefore, there has to be a clearer demarcation between education in psychology as a general study and individualistic education in psychology as a more specific and subjective discipline.
Educational psychology encompasses a wide range of issues and topics, including the use of technology and its relation to psychology, learning techniques, and instructional design. It also considers the social, cognitive, behavioral dimensions of learning. Still, it would be necessary to make education more personal and individualistic through a special branch with a psychological focus on education so that individual needs are considered. Thus, there could be two ways in which this branch of knowledge could evolve – either by strengthening psychological education or an individualistic approach to the psychology of education or by having two distinct branches of general educational psychology and individualistic educational psychology.
As in a client-centered approach to psychology, a psychology of education should also include further research that would highlight the need for individualistic dimensions in learning. Learning psychology is the use of psychological theories, such as that of Jean Piaget and Kohler, in studying learning techniques, especially among children. I have already discussed Piaget, but briefly, Piaget’s theory highlights different stages of learning in children, and Kohler suggested that learning occurs by sudden comprehension or understanding. However, I will not go further into learning theories here. Whereas the focus of educational psychology is on learning techniques per se and the role of the learner is considered only secondary, a branch of individualistic psychology in education could help in emphasizing the role of the learner considering not just their disabilities or giftedness but also their personality patterns. This focus on personality patterns brings out the central role of understanding psychology in educational systems.
Educational psychology studies both the personal approaches to education as in giftedness, disability, learning theories applied to children and adults, and the more general objective approaches to learning as the role of schools as social or cultural systems.
The psychology of education could include the following branches:
General Educational Psychology
1. Learning Systems – As studied from individualistic learning perspectives and generalized learning perspectives, a discussion of the different theories, practices, and systems or learning techniques is an integral part of educational psychology and especially central to general educational psychology.
2. Social Systems – The use of education in social, cultural, and economic systems could be considered within the psychological context, and this relates to the role of education in society.
Individualistic Educational Psychology
1. Learning Systems – Learning techniques and systems or methods will have to be by the needs of the children or adult participants and according to the skills of the teachers. Needs vary according to personal traits and abilities, and individual needs will have to be considered during the learning process.
2. Social Systems – Individual learning psychology will have to be studied according to specific social and cultural backgrounds of the learners and thus, a more subjective study of learning approaches and centralized role of the individual in the learning process considering their social, cultural, or intellectual background will have to be considered.