Psychology and education in the twentieth century Essay

The twentieth century was innovative in a numerosity of fields, including psychology and education. The attempt to develop the intellect on how humans acquire was a challenge upheld by a huge and diverse build of characters (Harr, 2005 p7), with some so prolific that they didnt only affect the classroom exclusively become left an enduring mark on our understanding of ourselves (Harr, 2005 p7). For this essay, I will describe and reflect on the theories of Burrhus Fredrick Skinner and Jerome Bruner, peculiarly focusing on Operant Conditioning and Cognitive Learning and restrain them to an educational setting.Jerome Bruner (1915-2016) is renowned as one of the most signifi erectt and prestigious cognitive and constructivist theorists of the twentieth century and specifically developed the study of the cordial processes of thinking (Harr, 2005 p49). His initial focus was the development of human cognition but psychology at Harvard, according to Bruner had become centrifugal (Br uner,1983 p252). In turn, this guide Bruner to begin his exploration into squirt cognitive development, heightening the importance of assortment in learning as well as challenge the grey-haired psychology in the latter years of the 20th century (Harr, 2005 p.60)Bruner was exceedingly influential in educational thinking, especially after the release of his script The Process of Education (1960) that is now recognized as a classic. Himself and new(prenominal) cognitivist theorists such as Pia labour were both interested in child development, and Bruner concur with Piaget that biological organisation underlies cognitive development but queried whether age ranges were pose in his developmental pointedness theory and believed that it paid insufficient management to the role of social interaction (Olson, 2005 p.25).Similarly to Bruner, I do not believe that a childs age always indicates their train of understanding. Limited description is offered of a childs learning necessiti es, expertness level, or motivational influences all of which will have an impact on their understanding. I believe that this is a notion that still hasnt been explored late enough and has a negative impact on our education today, as some students are still failing as the curriculum is utter the exam boards adopt common ways of working (Ofqal,2017).The Eminent Harvard Psychologist has contributed greatly towards psychology overall, but his works have been most recognized in education he felt that it was substantial for a learner to pass the fundamental values of a subject his theory generally convey that learners develop new ideas and concepts ground upon existing knowledge correspondingly to Piaget, he used three phases to develop his theory on flairs of representation (how a learner may think of an object).Each mode is foremost at different stages of development, but all are present throughout the process. The jump stage (1-18 months), was termed inactive. Thinking is utt erly based on the childs physical actions rather than their essential thinking. This mode is continuously seen in the later years, an example of that would be when a child is learning how to get dressed for school or ride a bike. The second mode begins to develop when a child reaches 18 months and was named iconic, and is mainly obtained via pictures or icons. These are mainly based on the five senses (hear, touch, smell, visualise). In an educational setting, diagrams and/or illustrations are often useful when introducing a new topic. The one-third stage, mainly reached at the age of 6 is typeic and is primarily based on the use of symbols. Language too serves the purpose of regulation in this stage as children develop, they shift from being external to being internal in cognitive processes. Using language as a symbol is essential to develop the capacity to think in abstract terms. found on this three-stage notion, Bruner recommended using a combination of concrete, pictorial and then emblematical activities which will lead into more effective learning. This remains true eve for adult learners.The theory is conceptually useful in teaching, as it allows stave to engage with all learners regardless of their cognitive level. With a range of supplies (study materials, activities, and tools), a new topic crumb be taught easily as it can begin as a concrete representation, and eventually end as an abstract one. This also provides learners something they can return to if they come across either problems with the matter. A primary example would be to engross the learners to do physically create 3D shapes. The following exercise would be an illustration of a shape, and the names of the shapes would aurally be read out and explained by the tutor. Thirdly, the learners should discuss the concept of the lesson and discuss any findings. Not only is this a remote more gradual and realistic way of learning, I believe it also encourages motivation something Bruner felt strongly about The act of grasping the meaning, deduction or structure of a problem or a accompaniment without explicit reliance on the analytic apparatus of ones craft (Bruner, 1966 p.) For Bruner, the purpose of education is not to impart knowledge, but preferably to facilitate a childs thinking and problem resolving power skills which can then be transferred to a range of situations.Bruners notions and concepts have been rejected and critiqued by other theorists. For example, Piaget trusts that patience is necessary to reach the stage where a child is ready, whereas Jerome Bruner believes that the speed of cognitive development process can be increased if necessary. Unlike Piaget who was resistant to criticism, sticking to a firm position in the face of theoretical objections and empirical refutations (Harr, 2005 p57), Bruner was unafraid of course like mind, and expectation, and perception, and meaning (Miller, 2003 p.142). Bruner places a broader focus on his theory and attempts to be more open-minded and take a variety of studies into account