Class 2 – Free Psychoanalysis Course Psychology of Education

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Unlocking its learning potential: a deep dive into psychology of education and continuous learning

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How do we really learn?This fundamental question is at the heart of human experience and is the central focus ofPsychology of Education and Learning. From our early family interactions to formal schooling and continuous professional development, the journey of acquiring knowledge and skills shapes who we become. Understanding this process is not just academic; It is the key to unlocking our potential and browsing a constantly changing world.
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This exploitation plunges into the fascinating intersection between mind, teaching and experience, extracting insights from educational theories, psychological principles and the crucial role of self -knowledge.
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The Base: Understanding ourselves as apprentices
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Before you dive into theories, the first step is to look inside. Transcript emphasizes a powerful principle:our inherent originality. Each person learns differently, influenced by their unique combination of:
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  1. Singularity and Subjectivity:Your personal history, perspectives and emotional landscape create a unique filter through which you absorb and process information.

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  2. Skills and skills:Recognizing what you naturally stand out (such as the example of being good in football, but not swimming) is crucial. These are not just talents; are ways to understandasYou learn better. Frequently, developed skillsoutsideFormal school (artistic, mechanical, interpersonal) offer vital clues.

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  3. Motivation:Why do you learn? Is it external pressure (parents, state requirements) or internal boost? Understand your motivations feeds persistence.

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Resignification: Connecting the points of your learning journey
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Our learning history is a tapestry woven with positive and challenging experiences. The concept of“resignification”It is vital. It involves revisiting past learning moments – from childhood memories to adult education – not just to remember, but to:
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  • Connect the points:Understanding as past experiences (interactions with parents, teachers, colleagues) shaped their current attitudes towards learning.

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  • Reformulate experiences:Recognize and processboththe successes regarding the setbacks. Trying to bury negative experiences is futile; They remain influential. Resignification allows you to learn from them and build them constructively.

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  • Boost self -esteem:Recognize your journey of learning and inherent skills, even those unconventionally developed, feeds the self -esteem necessary to face new challenges.

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Tools for deeper self -knowledge in learning:
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To facilitate this journey of self -discovery and resignification, various techniques can be employed:
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  1. Guided Meditation:Centering your thoughts in your learning experiences in a calm environment can unlock deeper memories and insights.

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  2. Personal narrative:Discussing your educational journey with a friendly friend, familiar or mentor can bring out forgotten details and provide new perspectives.

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  3. Psychoanalytic elaboration:Consciously examine the emotional weight of past learning experiences to understand their lasting impact and reform them.

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  4. Free Association:Writing thoughts, memories and feelings related to learning without censorship can reveal underlying patterns and connections.

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  5. Socratic questioning:Ask yourself investigative questions (“Why did I have difficulty with that matter?”, “Which environment helps me learn better?”) It stimulates critical thinking about your process.

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  6. Reflective listening:Truly listening to the learning stories of others (parents, colleagues) not only builds empathy, but also provides comparative insights on their own path.

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Navigating the landscape: main educational theories
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Throughout history, different philosophies have shaped how education is taught:
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  • Traditional Education:Characterized by the transmission of teacher -centered knowledge, memorization and objective evaluation (often through rewards/punishment). Think of rows of wallets, lectures and standardized tests. Although it provided structure, it often limited the student’s agency. (Analogy: The potter shaping the clay).

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  • Behaviorism/Behavioralism (Pavlov, Skinner):Focused on observable behaviors and shape them through conditioning (stimulus-response, reinforcement, punishment). Learning is seen as the acquisition of new behaviors. (Analogy: The gardener cultivating specific plants and removing others).

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  • Cognitivism (Piaget, Vygotsky – Initially):It has shifted the focus to internal mental processes: how information is received, organized, stored and recovered. Emphasizes understanding, problem solving and memory.

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  • Constructivism (Piaget, Vygotsky, Ausubel):He sees students as active builders of their own knowledge, integrating new information with the existing understanding. Emphasizes meaningful learning, discovery and social interaction. Knowledge is built, not just received. (Analogy: The hive, where individuals cooperate to build something complex).

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  • Humanism:It focuses on the person as a whole, including emotions, values ​​and self-realization. It aims at personal growth and development along with intellectual learning.

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  • Socioconstructivism (vygotsky):It extends constructivism, highlighting the critical role of social interaction, culture and language in learning. Knowledge is co-constructed. (Analogy: The Village Council, sharing knowledge collectively).

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  • Technical/market oriented education:Focused mainly on preparing individuals for specific work and meeting the demands of the economy.

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Factors that influence the learning equation:
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Learning does not occur in a vacuum. Key factors constantly interact:
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  • Cognitive factors:Intelligence, prior knowledge, learning styles, memory capacity.

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  • Social factors:Socioeconomic context, family support, influence of peers, cultural norms, school environment.

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  • Emotional factors:Motivation, anxiety, self-efficacy, resilience, level of interest, mental well-being (addressing issues such as stress and bullying is crucial).

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Modern strategies and the future of learning
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Education is evolving rapidly, incorporating new insights and technologies:
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  • Active methodologies:Going beyond passive listening to engage students through problems based on problems, project -based learning and research.

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  • Inverted classroom:Students contact the main content (videos, readings) at home, using class time for discussion, application and collaboration.

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  • Technological Integration:Use of multimedia resources, online learning platforms and educational applications to customize and improve learning.

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  • Emphasis on learning assessment:Use of formative assessments and continuous feedback to guide learning, not just measure results (summative evaluation).

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  • Hybrid education:Mixing face -to -face and online instruction.

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  • Gamification:Incorporating game mechanics to increase engagement and motivation.

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  • Maker Education:Project -based practical learning, encouraging experimentation, creativity, and self -staff exploration (“Do it yourself”).

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  • Neuroeducation:Application of neuroscience insights to understand how the brain learns better and optimizing teaching methods.

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  • Skills -based learning:Focus on the domain of specific skills and capabilities, rather than simply completing course hours.

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  • Education for sustainability and global consciousness:Integrating awareness of environmental and social issues with the curriculum.

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CONCLUSION: Embracing your learning journey throughout your life
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Education and learning psychology reveals that becoming an effective apprentice is an continuous and dynamic process. Requires understanding not onlywhatWe learned, butasandwhy. By embracing self -reflection, understanding our unique learning styles, resignifying our past experiences and engaging with various learning theories and strategies, we can cultivate a learning journey throughout the richer, more effective and rewarding life. Whether you are a student, an educator, or simply curious about personal growth, exploring these principles offers invaluable tools to navigate the complexities of knowledge and skills in the 21st century.
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Basic Questions – Learning PsychologyTo go down

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To be big, be whole (i)To go down

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