Psychology Learning Essay Example for Free
free essay on Learning Foreign Languages
When we think about the remarkably early age at which the young men went up to university in, let us say, Tudor times, and thereafter were held fit to assume responsibility for the conduct of their own affairs, are we altogether comfortable about that artificial prolongation of intellectual childhood and adolescence into the years of physical maturity which is so marked in our own day? To postpone the acceptance of responsibility to a late date brings with it a number of psychological complications which, while they may interest the psychiatrist, are scarcely beneficial either to the individual or to society. The stock argument in favor of postponing the school-leaving age and prolonging the period of education generally is there is now so much more to learn than there was in the MiddleAges. This is partly true, but not wholly. The modern boy and girl arecertainly taught more subjects--but does that always mean that they actuallyknow more?
Psychology: Learning by Doing Essay Example for Free
At the end of his course, he was required to compose a thesis upon sometheme set by his masters or chosen by himself, and afterwards to defendhis thesis against the criticism of the faculty. By this time, he wouldhave learned--or woe betide him-- not merely to write an essay on paper,but to speak audibly and intelligibly from a platform, and to use his witsquickly when heckled. There would also be questions, cogent and shrewd,from those who had already run the gauntlet of debate.
Reflective essay on developmental psychology / Autumn essays
In this essay I will be discussing what is actually meant by this and whether psychology fits into both the traditional views of a science, as well as more contemporary perspectives.
essay on learning theories learning theories and problem bas
It is, of course, quite true that bits and pieces of the mediaeval traditionstill linger, or have been revived, in the ordinary school syllabus oftoday. Some knowledge of grammar is still required when learning a foreignlanguage--perhaps I should say, "is again required," for duringmy own lifetime, we passed through a phase when the teaching of declensionsand conjugations was considered rather reprehensible, and it was consideredbetter to pick these things up as we went along. School debating societiesflourish; essays are written; the necessity for "self- expression"is stressed, and perhaps even over-stressed. But these activities are cultivatedmore or less in detachment, as belonging to the special subjects in whichthey are pigeon-holed rather than as forming one coherent scheme of mentaltraining to which all "subjects"stand in a subordinate relation."Grammar" belongs especially to the "subject" of foreignlanguages, and essay-writing to the "subject" called "English";while Dialectic has become almost entirely divorced from the rest of thecurriculum, and is frequently practiced unsystematically and out of schoolhours as a separate exercise, only very loosely related to the main businessof learning. Taken by and large, the great difference of emphasis betweenthe two conceptions holds good: modern education concentrates on "teachingsubjects," leaving the method of thinking, arguing, and expressingone's conclusions to be picked up by the scholar as he goes along' mediaevaleducation concentrated on first forging and learning to handle the toolsof learning, using whatever subject came handy as a piece of material onwhich to doodle until the use of the tool became second nature.