A brief introduction to Neoclassical age (1660-1785) of English literature

Neoclassical age (1660-1785):

The neoclassical period was an institution of poets where the lights of knowledge acquisition with discipline and respect was given an overwhelming importance. This period marked an influx of theatre. This was also marked age of reasons or good sense. This was the 18th century literature.

Style/genres:

- satire, Poetry, essays, letters, diaries, biographies, novels

Contents:

Since this was the age of enlightenment, the literary content had emphasis on reasons and logic.

- Stability , wisdom, conventions, tradition

- Emphasis on individual

- Nature as background of Poetry

- Belief that man is basically evil

- Approach to life ‘the world is as it should be’

- Also known as Augustan period because English life and literature has reached an eliminating period of civilization and elegance corresponding to that which existed at Rome under the emperor Augustin.

Key authors of this period:

- Alexander Pope

- Daniel Defoe

- Jonathan Swift

- Samuel Johnson

- John Bunyan

What are characteristics of Elizabethan Period (1558-1603) ?

Elizabethan period of English literature was marked by great composers such as William Shakespeare, Sir Edmund Spencer, Sir Philip Sydney, Christopher Marlowe and Francis Bacon.

Characteristics of Elizabethan Period:

• It was dominated by the spirit of romance.
• Largely influenced by the literature of Italy.
• The literary spirit was all persuasive and the authors were men (not yet women) of almost every class.
• Poetry preferred pastoral theme.
• Idealized the ‘Golden Age’ of old England.
• The comedies used Italian or Latin comedies as sources.
• Tragedian were melodramatic and concerned with the darker side of human character.
• Lust, adultery, corruption and death were literary themes.
• Politics and history interested all the play writes.
• Idealization of women, love, marriage and courtship remain the main theme.
• Religious allegory, themes of humour and chivalry, courage and fidelity were important themes.
• Satire on London life, it’s corruption, moral depravity, and lack of faith were also pervasive in literature.
• Elizabethan poets were under the influence of Homer and other classical poets.
• Poetry, sonnet, drama and metaphysical poetry were also in use in literature.

What are the needs of educational psychology?

        i.            To develop a conviction and realization of the extent that growth can be promoted, learning acquired, social behavior improved, and personality adjustments effected. The realization of this objective will produce an increasing appreciation of what educational psychology contributes to the teacher.

         ii.             To assist in defining and setting up educational objectives and standards in terms of desirable behaviors (conduct, attitudes, and so forth I that ought to be the goals of all teaching efforts. If the teacher knows what the desired outcomes should be, he can set up the appropriate situation I curricular materials, teaching procedures, and so on) for bringing them about.

       iii.            To aid in developing an impartial but sympathetic attitude toward children so that their behavior will be regarded objectively.

        iv.            To assist in achieving a better understanding of the nature and importance of social relationships and the methods of developing in children such modes of social functioning as getting along with others, participation in group efforts, and cooperation.

          v.            To provide a body of facts and principles that can be used in solving the problems of teaching: how the materials of instruction can best be selected and organized into a graded series of problem-projects, units. or contracts; how these materials can be used intelligently as means in developing the desired outcomes; how the learning process can be so guided that the materials and methods will not obstruct learning; and how the entire process can be directed so that what is learned functions not only here and now, but anywhere and anytime, in school or out.

        vi.            To aid in affording the teacher a better perspective for judging both the results of his own teaching and the educational practices of others. Educational psychology helps provide a better background for understanding the total job of teaching in all its intricacies, the importance of goals or the need of a working philosophy, a knowledge of usable materials and means (available or possible), the most effective use of these materials, reliable and valid ways of evaluating outcomes or results, and so forth. Educational psychology helps develop a scientific, problem-solving attitude toward the problems of education. It also aids materially in training individuals to thinkpsychologically about problems of human conduct and education.

      vii.            To furnish the teacher with the necessary facts and techniques for analyzing behavior-both his own and that of others-to the end that normal adjustment may be facilitated and growth in personality effected.

    viii.            To assist in setting up, defining, and maintaining progressive teaching procedures, guidance programs, and functional forms of organization and administration.

What are the scope of educational psychology?

The scope of educational psychology is ever-growing due to constantly researches in this field. The following factors will indicate the scope of educational psychology:

i.                    The Learner:

The subject-matter of educational psychology is knitted around the learner. Therefore, there need of knowing the learner and the techniques of knowing him well. The topics include – the innate abilities and capacities of the individuals, individual differences and their measurements, the overt, covert, conscious as well as unconscious behavior of the learner, the characteristics of his growth and development and each stage beginning from childhood to adulthood.

ii.                  The Learning Experiences:Educational Psychology helps in deciding what learning experiences are desirable, at what stage of the growth and development of the learner, so that these experiences can be acquired with a greater ease and satisfaction.

iii.                Learning process: After knowing the learner and deciding what learning experiences are to be provided, Educational Psychology moves on to the laws, principles and theories of learning. Other items in the learning process are remembering and forgetting, perceiving, concept formation, thinking and reasoning, problem solving, transfer of learning, ways and means of effective learning etc.

iv.                Learning Situation or Environment. Here we deal with the environmental factors and learning situations which come midway between the learner and the teacher. Topics like classroom climate and group dynamics, techniques and aids that facilitate learning and evaluation, techniques and practices, guidance and counseling etc. For the smooth functioning of the teaching-learning process.

v.                  The Teacher: The teacher is a potent force is any scheme of teaching and learning process. It discusses the role of the teacher. It emphasizes the need of ‘knowing thyself’ for a teacher to play his role properly in the process of education. His conflicts, motivation. Anxiety, adjustment, level of aspiration etc. It throws light on the essential personality traits, interests, aptitudes, the characteristics of effective teaching etc so as to inspire him for becoming a successful teacher.

Though the entire scope of Educational Psychology is included in the above mentioned five key-factors, it may be further expanded by adding the following:

vi.                It studies Human Behavior in educational situations. Psychology is the study of behavior, and education deals with the modification of behavior; hence, educational psychology pervades the whole field of education.

vii.              It studies the Growth and Development of the child. How a child passes through the various stages of growth and what are the characteristics of each stage are included in the study of educational psychology.

viii.            To what extent Heredity and Environment contribute towards the growth of the individual, and how this knowledge can be made use of for bringing about the optimum development of the child; form a salient feature of the scope of educational psychology.

ix.                 Educational psychology deals with the Nature and Development of the Personality of an individual. In fact, education has been defined as the all-round development of the personality of an individual; personality development also implies a well-adjusted personality.

x.                   It studies Individual Difference: Every individual differs from every other individual. It is one of the fundamental facts of human nature which have been brought to light by educational psychology. This one fact has revolutionized the concept and process of education.

xi.                 It studies the nature Intelligence and its Measurement. This is of utmost importance for a teacher.

xii.               It Provides Guidance and Counseling: Education is nothing but providing guidance to the growing child.

We can conclude by saying that Educational Psychology is narrower in scope than general psychology. While general psychology deals with the behavior of the individual in a general way, educational psychology in concerned with the behavior of the learner in an educational setting.

What are the objectives of educational psychology?

Educational psychology helps in realizing the goals of education. It helps primarily in answering questions of ‘how’ and ‘when’. It helps the student of education and the teacher in understanding human nature so that he may be able to motivate and direct learning and growth and conduct. Educational psychology has to enrich the educator himself by changing the learner’s thoughts, feelings, attitudes, ideals, standards of values and conduct along with improvement in the quality of instruction.

i.                    To grow conviction in the usefulness of the science of educational psychology.

ii.                  To assist in defining and setting up educational objectives and standards in terms of desirable behavior and organizing educational situations in which such a behavior may be brought about.

iii.                To assist the teachers in treating their pupils with sympathy and understanding and to create positive attitude towards learning.

iv.                 To provide a body of facts and principles this can be used in solving problems of teaching.

v.                   To aid in providing the teacher with a better perspective for judging both the results of his own teaching and the educational practice of others.

vi.                 To assist the teacher in giving the necessary facts and techniques for the analyzing child’s behavior to facilitate adjustment and growth of personality.

vii.               To assist in setting up, defining and maintaining progressive teaching procedures, guidance programmers and functional forms of organization and administration.

Definitions of Educational Psychology

a.      "Educational psychology is a subject to be studied, an area or field of knowledge, a set of applications of laws and principles from a field of knowledge to a social process, a set of tools and techniques, and a field for research." -G. L. Anderson

b.      According to Charles. E. Skinner, “Educational psychology deals with the behavior of human beings in educational situations”.

c.       In the words of E.A. Peel, “Educational Psychology is the science of Education”.

Meaning of Educational Psychology

Educational Psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.

The field of educational psychology involves the study of memory, conceptual processes, and individual differences (via cognitive psychology) in conceptualizing new strategies for learning processes in humans. Educational psychology has been built upon theories of operant conditioning, functionalism, structuralism, constructivism, humanistic psychology, Gest. Psychology, and information processing.