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Psychology in Education, with emphasis on creative thinking

"In this book I have attempted to present the essentials of the data commonly included in textbooks of educational psychology and at the same time to avoid the error of offering merely a rehash of introductory psychology. My real reason for writing it, however, goes beyond this. For, besides considering the laws of learning and allied topics, I have aimed to give the creative or expressive side of mental life an emphasis of treatment that is more nearly proportioned to its place and value in human experience. It seems scarcely logical to continue to permit the assumption that there are laws of mental intake, which it is the business of psychology to discover and of education to apply, but no comparable laws governing mental output. In Part One I have dealt with the psychology of learning, adopting, for pedagogical reasons, an historical method of approach. In Part Two attention is centered, not upon problems of intellectual intake, but upon problems of intellectual productivity. This book is not offered as a text on the methodology of teaching. It attempts, rather, to deal with the psychological principles which admittedly underlie sound methodology. This, precisely, is what we must conceive the task of educational psychology to be". (PsycINFO Database Record (c) 2005 APA, all rights reserved).

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  • "Creative thinking"
  • "APA ebooks"@en

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  • ""In this book I have attempted to present the essentials of the data commonly included in textbooks of educational psychology and at the same time to avoid the error of offering merely a rehash of introductory psychology. My real reason for writing it, however, goes beyond this. For, besides considering the laws of learning and allied topics, I have aimed to give the creative or expressive side of mental life an emphasis of treatment that is more nearly proportioned to its place and value in human experience. It seems scarcely logical to continue to permit the assumption that there are laws of mental intake, which it is the business of psychology to discover and of education to apply, but no comparable laws governing mental output. In Part One I have dealt with the psychology of learning, adopting, for pedagogical reasons, an historical method of approach. In Part Two attention is centered, not upon problems of intellectual intake, but upon problems of intellectual productivity. This book is not offered as a text on the methodology of teaching. It attempts, rather, to deal with the psychological principles which admittedly underlie sound methodology. This, precisely, is what we must conceive the task of educational psychology to be". (PsycINFO Database Record (c) 2005 APA, all rights reserved)"
  • ""In this book I have attempted to present the essentials of the data commonly included in textbooks of educational psychology and at the same time to avoid the error of offering merely a rehash of introductory psychology. My real reason for writing it, however, goes beyond this. For, besides considering the laws of learning and allied topics, I have aimed to give the creative or expressive side of mental life an emphasis of treatment that is more nearly proportioned to its place and value in human experience. It seems scarcely logical to continue to permit the assumption that there are laws of mental intake, which it is the business of psychology to discover and of education to apply, but no comparable laws governing mental output. In Part One I have dealt with the psychology of learning, adopting, for pedagogical reasons, an historical method of approach. In Part Two attention is centered, not upon problems of intellectual intake, but upon problems of intellectual productivity. This book is not offered as a text on the methodology of teaching. It attempts, rather, to deal with the psychological principles which admittedly underlie sound methodology. This, precisely, is what we must conceive the task of educational psychology to be". (PsycINFO Database Record (c) 2005 APA, all rights reserved)."@en
  • ""In this book I have attempted to present the essentials of the data commonly included in textbooks of educational psychology and at the same time to avoid the error of offering merely a rehash of introductory psychology. My real reason for writing it, however, goes beyond this. For, besides considering the laws of learning and allied topics, I have aimed to give the creative or expressive side of mental life an emphasis of treatment that is more nearly proportioned to its place and value in human experience. It seems scarcely logical to continue to permit the assumption that there are laws of mental intake, which it is the business of psychology to discover and of education to apply, but no comparable laws governing mental output. In Part One I have dealt with the psychology of learning, adopting, for pedagogical reasons, an historical method of approach. In Part Two attention is centered, not upon problems of intellectual intake, but upon problems of intellectual productivity. This book is not offered as a text on the methodology of teaching. It attempts, rather, to deal with the psychological principles which admittedly underlie sound methodology. This, precisely, is what we must conceive the task of educational psychology to be". (PsycINFO Database Record (c) 2005 APA, all rights reserved)."

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  • "Ressources Internet"

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  • "Psychology in education, with emphasis on creative thinking"
  • "Psychology in Education, with emphasis on creative thinking"@en
  • "Psychology in education with emphasis on creative thinking"
  • "Psychology in education with emphasis on creative thinking"@en
  • "Psychology in education : with emphasis on creative thinking"
  • "Psychology in education : with emphasis on creative thinking"@en

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