Educational psychology timeline

Timeline created by teacherpau4
In History
  • 1529

    Juan Luis Vives

    "Many people could have reached wisdom if they had not already believed themselves wise enough"
  • Comenius

    "The School is the manufactory of humanity".
  • Friedrich Herbart

    "In teaching, the greatest sing is to be boring"
  • G. Stanley Hall

    "Oneness with nature is the glory of childhood; oneness with childhood is the glory of the teacher".
  • William James

    "Human beinds can alter their lives by altering their attitudes of mind"
  • Edward Thorndike

    "Colors fade, temples crumble, empires fall, but wise words endure".
  • Johon Dewey

    " If we teach today´s students as we taught yesterday´s we rob them of tomorrow"
  • Period:
    1492
    to
    1540

    Juan Luis Vives (1492- 1540)

    He was acontemporary educational psychologist. He noted what is to be learned and the need to engage student interest, about individual differences and adjust instruction for all students, but especially for the the deaf, and the blind, anticipating the work and school psychologists in special education of aptitudetreatment interaction. The schools' role in moral growth, about the need for students to be evaluated on the basis of their own past accomplishments and not in comparison with others.
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    Comenius (1592-1671)

    He taught that understanding, not memory, is the goal of instruction; that we learn best that which we have an opportunity to teach; and that parents have a role to play in the schooling of their children. He recommended that instruction start with the general and then move to the particular and that nothing in books be accepted unless checked by a demonstration to the senses
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    Johann Friedrich Herbart ( 1776-1841).

    He not only may be considered the first voice of the modern era of psychoeducational thought, but his disciples.They promoted the five formal steps for teaching virtually any subject matter:1. Preparation of the mind of the student, 2. Presentation of the material to be learned, 3.Comparison, 4. Generalization, 5. Application. He made pedagogical technique the focus of scientific study, pointing the way to the field of research on teaching, a fruitful area of research in educational psychology.
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    William James (1842-1910)

    He can be considered the central figure in the establishment of psychology. Thus, James saw education as a crucial element of society, with the school a place for habits to be acquired by design. He said it was not a teacher's duty to collect scientifically observations, because to act as a scientist often conflicted with one's performance as a teacher. The teacher's approach to the child was necessarily ethical and concrete, the psychologist's was necessarily abstract and analytical.
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    G. Stanley Hall (1844-1924)

    With his study of the contents of children's minds. Hall is credited with starting American developmental psychology in general and the child study movement in particular. Hall inquired into children's conceptions of nature. He questioned what children knew about numbers, religion, death, fear, sex, and their own bodies. By 1915, Hall, with his students and coworkers, had developed 194 questionnaires to determine what youngsters and adolescents knew.
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    John Dewey (1859-1952)

    Fields of study: philosophy, psychology, and pedagogy. His laboratory school began as a place to study how children learn, not as a site for teacher education, He advocated allowing students to participate in the educational process because it was their personal needs that were the starting place of that process. Dewey also recognized the uniqueness of the teacher's role as a fellow human being in a community of learners.
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    Thorndike (1874-1947)

    Thorndike rated quite
    favorably as a teacher. But he did not handle practical concerns very well. He gave us the first standardized achievement test
    (Watson, 1961 ) and developed intelligence tests and compiled dictionaries, as well He believed that only empirical work should guide education. His faith in experimental psychological science and statistics was unshakable well He had absolute certainty about the potential of a rational, scientific approach to education.
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    Wittrock (1967-1992)

    He have remarked that we should not think of
    ourselves as a subdiscipline or merely an applied discipline, carrying psychology to education. The job is to psychologize about
    educational problems and issues and not simply to bring psychology to education.