Psychology of teaching Quotes

“Of course present knowledge of psychology is nearer to zero than to complete perfection, and its applications to teaching must therefore be often incomplete, indefinite, and insecure. The application of psychology to teaching is more like that of botany and chemistry to farming than like that of physiology and pathology to medicine. Anyone of good sense can farm fairly well without science, and anyone of good sense can teach fairly well without knowing and applying psychology. Still, as the farmer with the knowledge of the applications of botany and chemistry to farming is, other things being equal, more successful than the farmer without it, so the teacher will, other things being equal, be the more successful who can apply psychology, the science of human nature, to the problems of the school. (pp. 9-10)”

“There can be no spirituality, according to the Sufi masters, without psychology, psychological insight and sociological balance.”

“Traumatic events challenge an individual's view of the world as a just, safe and predictable place. Traumas that are caused by human behavior. . . commonly have more psychological impact than those caused by nature.”

“The ultimate purpose of psychology is to release from psychology.”

“The analysis of the psychological motivations behind certain doctrines or ideas can never be a substitute for a rational judgment of the validity of the doctrine and of the values which it implies, although such analysis may lead to a better understanding of the real meaning of a doctrine and thereby influence one’s value judgment.What the psychological analysis of doctrines can show is the subjective motivations which make a person aware of certain problems and make him seek for answers in certain directions. Any kind of thought, true or false, if it is more than a superficial conformance with conventional ideas, is motivated by the subjective needs and interests of the person who is thinking. It happens that some interests are furthered by finding the truth, others by destroying it. But in both cases the psychological motivations are important incentives for arriving at certain conclusions. We can go even further and say that ideas which are not rooted in powerful needs of the personality will have little influence on the actions and on the whole life of the person concerned.”

“Psychology has a long past, yet its real history is short.”

“Historians are wont to name technological advances as the great milestones of culture, among them the development of the plow, the discovery of smelting and metalworking, the invention of the clock, printing press, steam power, electric engine, lightbulb, semiconductor, and computer. But possibly even more transforming than any of these was the recognition by Greek philosophers and their intellectual descendants that human beings could examine, comprehend, and eventually even guide or control their own thought process, emotions, and resulting behavior. With that realization we became something new and different on earth: the only animal that, by examining its own cerebration and behavior, could alter them. This, surely, was a giant step in evolution. Although we are physically little different from the people of three thousand years ago, we are culturally a different species. We are the psychologizing animal.”

“But it is the bane of psychology to suppose that where results are similar, processes must be the same. Psychologists are too apt to reason as geometers would, if the latter were to say that the diameter of a circle is the same thing as its semi-circumference, because, forsooth, they terminate in the same two points.”

“...American psychology effectively guaranteed its place as a cultural icon by helping to create the pathologies it simultaneously promised to treat. (p. 37)”