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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition


Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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35. Social and Personal Development


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Social and Personal Development

Nori Inoue

In this chapter, we will first review key theories of personal and social development as we explore how these theories relate to your educational practices. As we have seen, students’ learning and motivation to learn are closely tied to the process of personal and social development. Without deeply understanding this issue, our educational practices could largely miss the target. In the second half of the chapter, we will critically examine the basic assumptions employed by these theories and explore alternative paths in light of East Asian epistemology.


No one would doubt that Sigmund Freud (1856–1939) is one of the most popular figures in psychology. His name and his way of practicing psychoanalysis have often appeared in popular media (including Charles Schulz’s Peanuts). If you say you are learning psychology, people will almost always assume that you are studying Freudian psychoanalysis.

Then what is Freudian psychology? What could educators learn from it? What assumptions underlie Freudian theory? And what are possible alternative assumptions we should employ as educators? Let’s first review this theory starting from its historical development.

Freud was born into a Jewish family in Moravia, which was then a part of the Austrian Empire. After graduating from the University of Vienna, he began his psychiatric practice with a variety of patients who visited his office. Through his practice,...

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