THE PSYCHOLOGICAL

TENDENCY IN EDUCATION
FRENZY VALDEZ & CHRISTIAN GADIA
EDD-EDMA 1
EDUC 601 – HISTORY OF EDUCATION
CONTENT
•General Characteristics
•The Pestalozzian Movement
•The Herbartian Movement
•The Froebelian Movement
•Effects of Psychological
Movement in the schools and
modern education
General Characteristics

•The Psychological Tendency in

Education signifies the
integration of psychological
principles into educational
practices, fundamentally
influencing pedagogy and
shaping learning environments.
General Characteristics

•The integration of psychology

into education gained
prominence during the late
19th and early 20th centuries,
a period marked by
advancements in psychology
and educational philosophy.
General Characteristics

•This intersection laid the

foundation for a comprehensive
understanding of how
psychological principles could
enhance teaching
methodologies.
General Characteristics

•The Psychological Tendency

necessitates a holistic
understanding of cognitive,
emotional, and behavioral
dimensions within the
educational domain.
General Characteristics

•This holistic perspective goes

beyond traditional approaches,
recognizing the
interconnectedness of these
aspects in the learning process.
General Characteristics

•Psychological principles
seamlessly integrate into
curriculum design, informing
pedagogical strategies, and
influencing classroom
management.
General Characteristics

•The curriculum becomes a

dynamic tool for fostering
cognitive and emotional
development rather than a
static set of subjects.
General Characteristics

•One of the key characteristics is

the emphasis on individualized
instruction. Recognizing the
diversity of learners, educators
employing the Psychological
Tendency tailor instruction to
meet the unique needs,
strengths, and challenges of
each student.
General Characteristics

•Psychological principles guide

educators to acknowledge and
accommodate diverse learning
styles. This characteristic
promotes inclusivity, ensuring
that instructional methods
resonate with various cognitive
preferences and abilities.
General Characteristics

•The Psychological Tendency

places a significant emphasis on
Social and Emotional Learning
(SEL). It recognizes the pivotal
role of emotions in the learning
process and seeks to develop
students' social skills, emotional
intelligence, and resilience.
The Pestalozzian Movement

• The life of the Swiss educator,

Johann Heinrich Pestalozzi (1746–
1827), coincided with the early
industrial revolution in Europe
and America when factory-made
products were replacing home
handicrafts. Early industrialization
changed family life as women and
children entered the work force.
The Pestalozzian Movement

•Concerned about the impact of

this economic change on
families and children,
Pestalozzi sought to develop
schools that, like loving
families, would nurture
children’s development.
The Pestalozzian Movement

•Pestalozzi agreed with Rousseau

that humans were naturally good
but were spoiled by a corrupt
society, that traditional
schooling was a dull mess of
deadening memorization and
recitation, and that pedagogical
reform could generate social
reform.
The Pestalozzian Movement

•Although Rousseau was a

historical mentor for him,
Pestalozzi significantly revised
Rousseau’s method. While
Rousseau rejected schools,
Pestalozzi believed that schools,
if properly organized, could
become centers of effective
learning.
The Pestalozzian Movement

•He also readapted Rousseau’s

single-child tutorial method
into group-based instruction.
The Pestalozzian Movement

• Pestalolzzi developed a
preservice teacher-education
program where he served as a
mentor to the future teachers
whom he was training in his
method. He devised a method of
simultaneous group instruction by
which children learned in a loving
and unhurried manner.
The Pestalozzian Movement

•Pestalozzi, a realist, asserted

that the mind formed concepts
by abstracting data gathered by
the senses. His method of using
objects in instruction
influenced Froebel and
Montessori,as well as the later
progressive educators.
The Pestalozzian Movement

•Pestalozzi’s approach to
teaching can be organized into
“general” and “special”
methods. The general method
created a permissive and
emotionally healthy homelike
learning environment that had
to be in place before more
specific instruction occurred.
The Pestalozzian Movement

•This required teachers who,

emotionally secure themselves,
could gain students’ trust and
affection.
The Pestalozzian Movement

•Once the general method was

in place, Pestalozzi
implemented his special
method, the object lesson,
which, following Rousseau,
stressed direct sensory
learning.
The Pestalozzian Movement

• In this approach, children studied

the common objects in their
environment - plants, rocks,
artifacts, and other objects
encountered in daily experience.
To determine the form of an
object, they drew and traced it.
They also counted and then
named objects.
The Pestalozzian Movement

•Thus they learned the form,

number, and name or sound
related to objects. The students
moved gradually from these
object lessons to exercises in
drawing, writing, counting,
adding, subtracting, multiplying,
dividing, and reading.
The Pestalozzian Movement

•The first writing exercises

consisted of drawing lessons in
which the children made a series
of rising and falling strokes and
open and closed curves. These
exercises developed the hand
muscles and prepared children
for writing.
The Pestalozzian Movement

•Guided by Rousseau’s principle

about the futility of mere verbal
learning or abstract lessons,
Pestalozzi oriented teachers to
sense experiences originating in
children’s home and family life.
This innovation became an
important part of progressive
school reform.
The Pestalozzian Movement

•To ensure that instruction

followed nature, Pestalozzi
developed the following
strategies in his preservice
teacher-preparation program.
Teachers should (1) begin with
concrete objects before
introducing abstract concepts;
The Pestalozzian Movement

•(2) begin with the learner’s

immediate environment before
dealing with what is distant and
remote;(3) begin with easy and
simple exercises before
introducing complex ones; and
(4) always proceed gradually
and cumulatively.
The Pestalozzian Movement

•Like Rousseau, Pestalozzi based

learning on natural principles
and stressed the importance of
human emotions. Unlike
Rousseau, however, Pestalozzi
used group instruction rather
than individual tutoring.
The Pestalozzian Movement

•Both Rousseau and Pestalozzi

defined “knowing” as
understanding nature, its
patterns, and its laws. Pestalozzi
stressed empirical learning,
through which people learn
about their environment by
carefully observing natural
phenomena.
The Pestalozzian Movement

•Like Comenius, Pestalozzi

believed children should learn
slowly and understand
thoroughly what they are
studying. He was especially
dedicated to children who were
poor, hungry, and socially or
psychologically handicapped.
The Pestalozzian Movement

•If children were hungry,

Pestalozzi fed them before he
attempted to teach them. If
they were frightened, he
comforted them. For him, a
teacher was not only skilled in
instructional method but also
capable of loving all children.
The Pestalozzian Movement

• In fact, Pestalozzi believed

that love of humankind was
necessary for successful
teaching. Pestalozzi’s principles
are applicable to teaching
children with special needs as
well as children generally.
The Herbartian Movement

• Johann Friedrich Herbart (1776–

1841), a German professor of
philosophy and psychology, devised
an educational method that
systematized instruction and
encouraged the moral development
of students. After observing
Pestalozzi’s method, Herbart
decided to reorganize it into a more
precise sequence.
The Herbartian Movement

• Herbart defined interest as a

person’s ability to bring and
retain an idea in consciousness.
He reasoned that a large mass or
network of ideas generated a
great number of interests. Ideas
related to each other formed a
network, an “apperceptive
mass,” in the mind.
The Herbartian Movement

• Informed by Herbart’s
psychology, teachers were
advised to introduce students
to an increasing number of
ideas and to help them
construct relationships
between ideas.
The Herbartian Movement

• In addition to his psychological

principles, Herbart was concerned
with students’ moral development.
He emphasized the humanistic
studies of history and literature as
rich sources of moral values. By
studying the lives of great men and
women, students could discover how
people made their moral decisions.
The Herbartian Movement

• The five Herbartian steps:

1. Preparation, in which teachers
prepare students to receive the
new concept or material they are
going to present.
2. Presentation, in which
teachers clearly identify and
present the new concept
The Herbartian Movement

3. Association, in which the new

concept is compared and
contrasted with ideas the
student already knows.
4. Generalization, in which a
general principle is formed that
combines the new and previous
learning.
The Herbartian Movement

5. Application, in which the

student’s knowledge of the new
principle is tested by
appropriate examinations and
exercises.
The Froebelian Movement

•The German educator Friedrich

Froebel (1782–1852) is
renowned for his pioneering
work in developing a school for
early childhood education—the
kindergarten, or children’s
garden.
The Froebelian Movement

•A visionary educator, Froebel’s

educational philosophy was
eclectic in that it was based on
a variety of ideas.
The Froebelian Movement

•Froebel, an idealist, believed

that spirituality was at the core
of human nature. Every child,
he believed, possessed an
interior spiritual power, a soul,
striving to be externalized.
The Froebelian Movement

• Froebel constructed the

kindergarten as an educational
environment in which
children’s inherent but latent
spirituality could be brought to
the surface
The Froebelian Movement

•He believed that the people of

each country, including his
native land, shared a common
folk spirit that manifested itself
in the nation’s stories, songs,
and fables. Thus, storytelling
and singing had an important
place in the kindergarten
program.
The Froebelian Movement

• A philosophical idealist, Froebel

believed that every child’s inner
self contained a spiritual essence
that stimulated self-active
learning. He therefore designed
the kindergarten as a “prepared
environment” in which children
could externalize their interior
spirituality through self-activity.
The Froebelian Movement

•Froebel’s kindergarten, first

founded in 1837 in
Blankenburg, was a permissive
environment featuring games,
play, songs, stories, and crafts.
The Froebelian Movement

•The kindergarten’s songs,

stories, and games, now a
standard part of early childhood
education, stimulated children’s
imaginations and introduced
them to the culture’s folk heroes
and heroines and values.
The Froebelian Movement

• The games socialized children and

developed their physical and motor
skills.

• The curriculum also included “gifts,”

objects with fixed form, such as
spheres, cubes, and cylinders, which
were intended to bring to full
consciousness the underlying concept
represented by the object.
The Froebelian Movement

•In addition, Froebel’s

kindergarten featured
“occupations,” which consisted
of materials children could
shape and use in design and
construction activities
Effects of Psychological Movement in the schools and modern education

• The Pestalozzian Movement's

enduring influence is evident in
contemporary educational
philosophies that prioritize student-
centered learning and holistic
development. The movement has
inspired a myriad of educational
reforms worldwide, shaping the
trajectory of educational psychology
and teacher training.
Effects of Psychological Movement in the schools and modern education

• Herbartian principles continue to

resonate in modern educational
philosophies, particularly in the realms
of curriculum design and educational
psychology. The movement's influence
can be observed in the design of
instructional materials, the
consideration of diverse learning
styles, and the integration of moral and
intellectual development in education.
Effects of Psychological Movement in the schools and modern education

• The Froebelian Movement has left

an indelible mark on early childhood
education. Froebel's emphasis on
the role of the teacher as a guide,
the use of educational games and
activities, and the integration of
arts and crafts continue to shape
contemporary approaches to early
childhood pedagogy.
Effects of Psychological Movement in the schools and modern education

• Froebelian principles are evident

in modern early childhood
education practices. The
kindergarten model, with its focus
on experiential learning and
holistic development, has
influenced curriculum designs and
teaching methods for young
children worldwide.
Reference

• Ornstein, A. C., & Levine, D. U.

(2008). Foundations of Education.
Houghton Mifflin Company, 222
Berkeley Street, Boston, MA 02116-
3764
• Estioko, Leonardo R. (1994).
History of Education: A Filipino
Perspective
…END…