Psychology of education has long held a place in the curriculum for training teachers but what implications can psychological theory legitimately have for educational practice? In this book the author makes a direct attack on the current role of psychology in education, showing important differences between psychologistsÃ¢ÂÂ and educatorsÃ¢ÂÂ interests in topics such as learning, motivation and development, and questioning the validity of many of PiagetÃ¢ÂÂs most fundamental ideas. He compares two developmental theories that superficially have much in common Ã¢ÂÂ PlatoÃ¢ÂÂs and PiagetÃ¢ÂÂs Ã¢ÂÂ and focuses on their implications for learning in the classroom. He shows why PlatoÃ¢ÂÂs theory (whether or not we agree with it) serves as a model of a useful educational theory and why PiagetÃ¢ÂÂs theory has no implications for education. He reaches the conclusion that psychological theories and research based on them are irrelevant to educational practice.
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