Psychology

Psychology
Learning to read process is very important and responsible, so we need to seriously prepare for it. The received information flows directly into the brain. If the ear picks up some sounds, then on the way to the brain, they are transformed into the set electrical- chemical pulses, which develop in the understanding, as it is customary for people in general.

Performance, as well as knowledge - is a skill that can only be obtained. The capacity of learning is individual, and it depends on a person and on his experience whether he has an ability to learn fast and to perceive the necessary information. Performance itself cannot exist without learning.

Teaching and learning nowadays lacks the proper organizing of work among those who want to study. Proper organization of this process and the art of finding the right approach to the study of learning open the possibilities to find the best and the most efficient way of performance.

Pedagogy is the only special science of education among the sciences that study the educational activity. Education is one of the social sciences, which explores the process of educating people, for example, its subject is education, the process of purposeful shaping of the personality: as a child, there are almost exclusively biological, personality is formed - a social being, consciously referring to the world and transforming the world.

Most fundamentally in pedagogy developed, psychologically grounded and tested in practice following learning theories:

- associative - reflex;
- gradual formation of mental actions and concepts;
- problematically - active;
- developing training;
- programmed learning, etc.

Pragmatists (John Dewey, T. Brameld, A. Maslow, E. Kelly, and others) reduce teaching only to expand student's personal experience in order to enable him to better adapt to the existing social order. Education can only contribute to the manifestation of the goals inherent in man from birth, so the goal of learning and education is to teach a child to live, adapt to the environment, to meet personal interests and needs on guidance on the social environment in accordance with the subjectively of understood benefits. The founder of pragmatism, James Dewey wrote that the environment brings, but life teaches.

In accordance with these methodological grounds pragmatists deny the need for a systematic knowledge, skills, and consequently deny the scientific basis of curricula and programs that diminish the teacher's role, highlighting his role as an assistant consultant. The basic mechanism and consequently a method for obtaining knowledge and skills - "learning by doing", for example, practical tasks, exercises. Contemporary pragmatists believe that training is purely personal, "intimate" process.

Behaviorism and pragmatism - the most common concepts of learning, that attempt to explain the mechanisms of learning. Most theories which flatly reject both physiological and psychological bases of the educational process, reduce the learning processes taking place in the soul of the pupil. The process of getting knowledge and skills cannot be explained or, if due, then, through such concepts as "intuition", "enlightenment", "discretion", "mind", etc. These areas adjoin the already known existentialism (M. Heidegger, Karl Jaspers, J. Sartre, Berdyaev and others) and Thomism (J. Mariton, U. Kininghem, M. Adler, M. Cazotte, etc.). They downplay the role of education dominate the intellectual development of education of the senses. The explanation of this position is based on the assertion that one can only know certain facts.

Education is a purposeful process of training and education for the individual, society and state. It leads to the cultural values and moral and emotional attitude to the world, experience in a professional and creative activities, preserve and develop the spiritual and material achievements of mankind. Education in accordance with the interests and abilities of the individual relates to the fundamental human rights.

References

Teaching and Learning in their Disciplinary Contexts: a conceptual analysis (2002). Retrieved 1 August, 2010, from http://www.informaworld.com/smpp/content~db=all~content=a713696284

Psychology 9.5 of 10 on the basis of 2626 Review.