Education Psychology timeline

  • 429

    Plato and Aristoteles

    Plato and Aristoteles
    They discussed the educational psychology topics (Adler, 1952; Watson, 196 1 ): the kinds of education appropriate to different kinds of people; the training of the body and the cultivation of psychomotor skills; the formation of good character; the possibilities and limits of moral education, the role of the teacher; the relations between teacher and student; the means and methods of teaching; the nature of learning; the order of learning; affect and learning; and learning apart from a teacher
  • 460


    He was born in the city of Abdera in Thrace. He wrote about the advantages conferred by schooling and the influence of the home on learning.
  • 1492

    Juan Luis Vives

    Juan Luis Vives
    (1492-1540). He wrote very much as contemporary educational psychology. He noted that what is to be learned must be practiced. He wrote about individual differences and the need to adjust instruction for all students, but especially for the "feeble-minded," the deaf, and the blind, anticipating the work of educational and school psychologists in special education and the area of aptitude- treatment interaction.
  • Comenius

    (1592-1671). He wrote texts that were based on developmental theory and in them inaugurated the use of visual aids in instruction. Media and instructional research, a vibrant part of contemporary educational psychology. 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.
  • Rousseau

    In France, during the mid 18th century, Jean Jacques Rousseau put forth a new theory of educational pedagogy. In his famous work Emile published in1762, he explained his views on the benefits of health and physical exercise, and the belief that knowledge acquisition occurs though experience and that reason and investigation should replace arbitrary authority. He proposed educating children according to their natural inclinations, impulses and feelings.
  • Pestalozzi

    Some people consider Johann Heinrich Pestalozzi (1746-1827) to be the first applied educational psychologist. He was one of the first educators who attempted to put Rousseau's teaching into practice and teach children by drawing upon their natural interests and activities.
  • Johann Friedrich Herbart

    Johann Friedrich Herbart
    He not only may be considered the first voice of the modern era of psychoeducational thought but his disciples, the Herbartian, played a crucial role in preparing the way for the scientific study of education. They promoted the five formal steps for teaching virtually any subject matter: (a) preparation (of the mind of the student), (b) presentation (of the material to be learned), (c) comparison, (d) generalization, and (e) application.
  • William James

    William James
    (1842-1910). He can be considered the central figure in the establishment of psychology in America. William James was an American philosopher and psychologist, and the first educator to offer a psychology course in the United States. James is considered to be a leading thinker of the late nineteenth century, one of the most influential philosophers of the United States, and the "Father of American psychology".
  • Alfred Binet

    Alfred Binet
    Binet was a French psychologist who published the first modern intelligence test, the Binet-Simon intelligence scale, in 1905. His principal goal was to identify students who needed special help in coping with the school curriculum.
  • Joseph Mayer Rice

    Joseph Mayer Rice
    (1857- 1934). The father of research on teaching. He endured great difficulties for his beliefs just a few years before the experimental psychology of Thorndike.
  • John Dewey

    John Dewey
    Dewey wrote a psychology text in 1886. His first major article in psychology came out in 1896. It was on the relations between stimuli and responses, and it had a particularly American flavor to it (Dewey, 1896). Dewey noted that stimuli and responses occur as part of previous and future chains because that is the nature of experience. Therefore, we should really think of the stimulus and response as inseparable entities.
  • Edward Lee Thorndike

    Edward Lee Thorndike
    Thorndike was among some of the first psychologists to combine learning theory, psychometrics, and applied research for school-related subjects to form the psychology of education. One of his influences on education is seen by his ideas on the mass marketing of tests and textbooks at that time.
  • Jean Piaget

    Jean Piaget
    Jean Piaget was a Swiss psychologist and genetic epistemologist. He is most famously known for his theory of cognitive development that looked at how children develop intellectually throughout the course of childhood.
  • Benjamin Samuel Bloom

    Benjamin Samuel Bloom
    He was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery learning.
  • JOhn B. Carroll

    JOhn B. Carroll
    One of our most honored educational psychologists, he published his model of school learning (Carroll, 1963a), he also wrote about the discipline of educational psychology. The creator of one of our discipline's most elegant, parsimonious, and influential theories of learning, one derived from a practical problem of instruction, noted that the potential of educational psychology remained untapped because it seemed not to be concerned with genuine educational problems.
  • Wolfle

    He added that if you were writing an educational psychology text you had to delete all references to subjects and insert the term pupil, whereas if you were writing a child psychology text you had to use the term children instead of subjects. His final advice to authors of educational and child psychology texts was to rearrange the order of the chapters that were found in general psychology texts.
  • Lauren Resnick

    Lauren Resnick
    She noted that the problems of real-world instruction were beginning to guide the development of instructional psychology. Instructional psychology is no longer basic psychology applied to education. It is fundamental research on the processes of instruction and learning. (p. 660)