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Period: 460 BCE to 370 BCE
Democritus
Wrote on the advantages conferred by schooling and the influence of the home on learning (Watson, 1961) -
Period: 400 BCE to 370 BCE
Plato and Aristotle
Discussed about the kinds of education appropriate to different kinds of people; 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 -
Period: 35 BCE to 100
Quintilian
Argued in favor of public rather than private education to preserve democratic ideals. He thought that good teaching and an attractive curriculum take care of most behavior problems, urged that teachers take into account individual differences -
Period: 1492 to
Juan Luis Vives
What is to be learned must be practiced, he wrote about individual differences and the need to adjust instruction for all students, the need for students to be evaluated on the basis of their own past accomplishments and not in comparison with other students -
Period: to
Comenius
He inaugurated the use of visual aids in instruction, instruction start with the general and then move to the particular. He taught that understanding, not memory, is the goal of instruction and that parents have a role to play in the schooling of their children -
Period: to
Descartes
He defends the role of innate ideas as the basis of knowledge. -
Period: to
John Locke
He appeals to sensory impressions, that is, to experience to learn -
Period: to
Johann Friedrich Herbart
He featured the role of past experience and schemata in learning and retention; promoted the five formal steps for teaching virtually any subject matter: (a) preparation (of the mind), (b) presentation (of the material to be learned), (c) comparison, (d) generalization, and (e) application -
Period: to
William James (The Grandfather of Educational Psychology)
He can be considered the central figure in the establishment of psychology in America. He 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 19th century, one of the most influential philosophers of the United States, and the "Father of American psychology". -
Period: to
G. Stanley Hall (Granduncle of the Educational Psychology)
Hall was APA's organizer and its first president. He was as much an educational psychologist as anything else we might label him, and that came to him naturally. Among his many works, he founded a pedagogical seminary at the Clark University, for the scientific study of education. -
Period: to
Joseph Mayer Rice
the father of research on teaching -
Period: to
John Dewey (Another Granduncle of the Educational Psychology)
He wrote a psychology text in 1886. His first major article in came out in 1896. It was on the relations between stimuli and responses (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. In the fullest functionalist tradition, he said that knowledge was a tool, not an end in itself -
Period: to
Edward Lee Thorndike (The father of the Educational Psychology)
Some of his most enduring contributions to educational psychology include his role in revolutionizing conceptions of learning ( "law of effect" and an emphasis on reward over punishment), transfer, and individual differences, his invention of scientifically-based dictionaries, curricular materials, and tests. He promoted the belief that science and only science would save education -
Period: to
Jean Piaget
His most famously known contibution to Educational Psychology is related to his theory of cognitive development that looked at how children develop intellectually throughout the course of childhood. The Constructuvist Theory. -
Period: to
John B. Carrol
He published his model of school learning (Carroll, 1963a), and 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, he noted that the potential of educational psychology remained untapped because it seemed not to be concerned with genuine educational problems. -
Period: to
Lauren B. 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. Her contributions are about learning processes, principles of instruction, and the design of school systems