Social Psychology: Specific Recommendations for Real-World Situations - Essay Example

? Final Synthesis Paper Social Psychology: Specific Recommendations for Real-World Situations (College) Social Psychology: Specific Recommendations for Real-World Situations Introduction There are various psychological principles that are directly and indirectly related to teaching and learning. While some look into motivation and various other factors that influence learning, some others look into developing an ideal curriculum or atmosphere that is conducive to learning. This work looks into a few principles and theories associated with teaching and learning. It seems that an understanding of these theories will enable teachers to develop better classroom practices and student-centered learning systems. So, the category addressed here is teachers. The Self-Perception Theory The Self-Perception Theory points out that people decide on their own attitudes and feelings from watching themselves behave in various situations (Gilovich, Keltner, Nisbett, p. 219-228). In fact, this theory has enormous benefits in the field of education when used appropriately. From the theory, it becomes evident that when it becomes necessary to make someone believe or feel something about them, the best way is to make them do it. This method can be effectively used by teachers to make students think about various social dilemmas. It seems that the practical use of this theory in education is reflected in the ‘Just Community’ suggested by Kohlberg. The Just Community Suggested by Kohlberg In the opinion of Kohlberg, the purpose of education should be intellectual and moral development. So, he advocated that schools should provide an environment that promotes active exploration instead of passive learning. For moral education, he suggested moral discussion approach. In this, the teacher creates a live exchange of points of view among students and encourages students to consider the perspective of others to assess the adequacy of their own thoughts. In his ‘Just Community’ approach, the schools become ‘little republics’ with democratic rules; and the two major features of this just community would be direct participatory democracy and a commitment to building community, characterized by a strong sense of unity. Here, the norms of reciprocity as seen in individuals can be effectively utilized by the teachers to ensure cooperation and student participation. It is found that individuals who receive favors show a considerable tendency to return the favor, and they tend to meet even larger request from the favor-giver (Burger, Sanchez, Imberi, Grande, 2009). It is very evident that using this approach at schools can be greatly helpful in developing a society that well understands the realities of society. This method develops morality and revitalizes the feeling of civic engagement. Thus, it is evident that when applied appropriately, this will develop a generation of students who can think about social issues and reflect upon their own thoughts. In addition, they will be able to actively take part in social processes and then to bring necessary changes in the society. In addition, it is evident that the approach develops the shared values of caring, trust and collective responsibility. The social influence concept The social influence concept points out that one person can cause changes in the behavior of another person both intentionally and unintentionally as a result of the perception of the changed person about themselves and other people (Gilovich, Keltner, Nisbett, p. 276-277). Influence comes in three ways; conformity, compliance, and obedience. While conformity encourages one to change to become similar to others, compliance takes place when one is asked to change, and is often accompanied by offer of reward or punishment. However, obedience takes place when someone who is considered as an authority figure orders to do so. Here, it seems that the Just Community of Kohlberg is a place that offers all these influences together, enabling considerable degree of change. At this juncture, it is necessary to understand the Biological Theory of Motivation in order to understand how the Just Community of Kohlberg enables students to take wise decisions in future life. The Biological Theory of Motivation The biological theory of motivation points out that at every juncture of life, the intuitive choices one makes are dependent upon the options available within his mind; in other words, inherited processes help in swift decisions. Here, the finding by Rudman (2004) that implicit attitudes stem from past experiences seems applicable. In addition, it is pointed out by Rudman that what is learned in the early stages of life is proverbial and taught indirectly. These act as the foundations and silent source of evaluations and actions. Thus, it becomes evident that the Kohlberg’s little republic where there is discussion and practical democratic involvement will give students much knowledge on moral and practical issues of life. Thus, in future, when faced with critical situations, they will find easy solutions in their own minds. It is pointed out by great psychologists that easy intuitive availability of answers is crucial in the motivation of successful life. Now, it becomes necessary to look into the Social Learning Theory of A. Bandura to see how these all theories are interrelated in the case of education. The Social Learning Theory of Bandura The Social Learning Theory points out the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Bandura points out that if people are made to solely rely on the effects of their own actions to know what to do, learning becomes a difficult task. In simple words, observation is a great teacher. By observing how others perform in different situations, individuals develop new models of behavior, and when they are faced with similar situations, this knowledge serves as a guide for action. In other words, according to the Social Learning Theory, human behavior is a continuous reciprocal interaction between cognitive, behavioral, and environmental influences. At this juncture, one should add the study by Mitchell (2008) on social cognition. It is found that thinking about others’ thinking and trying to evaluate others’ points of view enjoys a privileged status in the brain. In other words, it is found that the human mind has a specific interest in observing social thought. Thus, it becomes evident that being in a community and observing others is very vital in cognitive growth. In addition, there is the revelation by Bargh and Williams (2006) that one experiences social life through mental processes that one is oblivious about. They are automatically triggered as a result of immediate social environment and the qualities of the people around one. It is found in the study that these perceptions tend to act as the actual guiding principles in ones life over long time periods. Now, a look back into the Kohlberg ‘Just Community’ (as cited in the web article, “Kohlberg’s Theory of Moral Development and Education”) where students get active exposure to real life situations proves how effective such a community will be in providing practical experience in handling the challenges of life through observation. In other words, when students and teachers become partners in the education process where moral and social issues are discussed with a respect to others’ views and a collective sense of unity, the most conducive atmosphere as envisioned in the Social Learning Theory is developed. Erickson’s Psychosocial Theory According to the theory, (as stated by Shaffer and Kipp, 2009, pp. 44-45), personal development is influenced by heredity, parents, peers and other adults; and this theory identifies the role of all these categories in developing and influencing the formation of values and attitudes in an individual. The part that makes the theory very close to the concept of Kohlberg is the claim that perspective talking allows students to consider problems and issues from others’ point of view. The social problem solving develops the ability to read social cues, generate strategies, and implement and evaluate the developed strategies. Moreover, according to Erickson’s theory, the effective resolution of crisis at an early age gives students a confidence in their problem solving skills and ability. This, in turn, develops an inclination in people to be trusting, autonomous, willing to take initiative, and industrious. This is the basic theory of children up to the elementary school years and later on, these features become a part of their identity. Here, the study by Shook and Fazio (2008) seems useful. From their study, it became evident that students’ racial attitudes changed significantly when there were more inter-racial relationships. It was found that the more the interaction is, the better the relation will be. In other words, interaction helps in reducing cultural and social prejudices. Thus, it becomes evident that the Kohlberg’s concept of education where students engage in discussion about, and active exploration of, various moral and social issues with a sense of responsibility towards the community and a shared feeling of unity will certainly develop an inclination in children to be trusting, autonomous and industrious. Now, it seems that the Learner-Centered Psychological Principles as developed by the Learner-Centered Work Group of the American Psychological Association’s Board of Education Affairs are the culmination of all these theories. Learner-Centered psychological principles The first principle is that learning is most effective when it is an intentional process of constructing meaning from information and experience. So, the best approach for teachers is to present dilemmas in front of students and make them solve the same using the available information, experience, and their own thoughts and beliefs. Another significant principle is that learning is influenced by environmental factors, including culture, technology, and instructional practices. So, the teachers are supposed to provide such an environment to students that nurture learning. Yet another point that requires attention is that an individual’s motivation to learn is influenced by his emotional state, beliefs, interests, goals, and habits of thinking. Thus, it becomes evident that when there are strong negative emotions like anxiety, insecurity, anger, or fear, the student will not be able to concentrate on studies as he loses motivation. So, it is for teachers to remove worries about competence, fear of punishment, ridicule or any other fear from the minds of students to enable them to learn. Moreover, the principles point out that learning is influenced by social interactions, interpersonal relations, and communication with others. Thus, it becomes evident that it is necessary for teachers to develop a classroom that is interactive and collaborative. This gives opportunity for perspective talking, reflective thinking, and thus, better cognitive, social and moral development. Conclusion and recommendation In total, it becomes evident that all the theories and principles believe in an education system that is student-centered. So, the first suggestion is that in the learning process, teachers and students should become partners in education. Secondly, to develop the necessary motivation to learn in students, teachers should remove any fear, anxiety, or complex in the minds of the students. Thirdly, the classes should be interactive and collaborative where students get a chance to observe others, to compare ones thoughts and actions with that of others, and to discuss and reflect on various social and moral issues. An understanding of these underlying principles can make teaching and learning a pleasant experience. References Bargh, J. A & Williams, E. L. (2006). “The automaticity of social life, Association for Psychological Science”. 15, 1-4. Burger, J. M. Sanchez, J. Imberi, J. E. Grande, L. R. (2009). “The norm of reciprocity as an internalized social norm: Returning favors even when no one finds out”. Social Influence. 4(1), 11-17. Gilovich, Keltner, Nisbett Social Psychlogy 2nd edition. “Kohlberg’s Theory of Moral Development and Education”. Studies in Social and Moral Development and Education. Retrieved from http://tigger.uic.edu/~lnucci/MoralEd/overview.html Mitchell, J. P. (2008). “Contributions of functional neuro-imaging to the study of social cognition”. Association of Psychological Science. 17, 142-146. Rudman, l. A. (2004). “Sources of Implicit Attitudes”. American Psychological Society. 13, 79-82. Shaffer, D. R. Kipp, K. (2009). Developmental psychology: Childhood and Adolescence. Cengage Learning. Shook, N. J & Fazio, R. H. (2008). “Interracial roommate relationships”. Canada: Association for Psychological Science. 19, 717-723. Read More