Relation between the sociology of education and educational psychology

As is apparent from the term, educational psychology is the psychology that relates to education; or to put it differently, it is the science concerned with behavior about education. It is also the scientific study of human behavior in conditions that take their particular form from education. Putting the same differently educational psychology is the science that applies the principles of psychology concerned with human behavior and experience to circumstances predominantly educational.

Skinner told that “

Educational psychology utilizes those findings that deal specifically with the experiences and behavior of human beings in educational situations’.

Education is the process of mental development. Hence educational psychology is concerned with the development of mental processes along with various social processes.

Judd, a famous educational psychologist, wrote, 

“Educational psychology may be defined as the science which describes and explains the changes that take place in individuals as they pass through various stages of development from birth to maturity.”

The process of growth is related on two factors such as maturity and learning. Hence, educational psychology is anxious with the study of both these factors. 

As Crow and Crow said, 

"Educational psychology describes and explains the learning experiences of an individual from birth through old age.” 

In addition, educational psychology is the psychology of learning, towards which educational psychologists have contributed by creating intensive revisions of the factors and conditions that control learning.

Briefly, educational psychology makes a psychological study of human development, maturity, and learning, and applies the scientific conclusions of this study to actual teaching conditions to attain the ends of education. The modern educational psychologist is a specialist in his own right and is deeply engrossed in research into behavior significant to education. It is believed that there is an intimate relationship between sociological and psychological tendencies in modern education.

Such educationists as Pestalizzi, Herbart, and Froebel, who encourage the use of psychology in education, also admit the influence of sociological factors in the child’s development. Pestalizzi wanted the education of the child to be such that it could lead to the welfare of the family and the national and society, along with the child’s welfare.

According to Herbart Spencher, the aim of education is the ethical growth of the individual so that he can grow the ability to bring about social welfare. Thus, both Herbart and Pestalizzi wanted to educate the child about social welfare. Even the thinking of Froebel reflects some sociological inclination, for he conceives of the school as a miniature society. In kindergarten education, he has placed special emphasis on the social aspect of education. Thus, the proponents of the psychological tendency in education believe the social aim to be important, while, at the same time, those in favor of the social objectives of education do not in any way detract from the importance of psychological elements in education. Then, both tendencies complement each other. In educating the child, therefore, it is important to pay attention to both his psychological and social conditions, for neither is less important than the other. The child enters the world possessed of psychological elements, but these psychological elements develop in the social environment. Hence both must be studied in the child’s education. The scientific tendency in education places a lot of emphasis on the importance of science.

Spencer was one of the proponents of science, and he said that science should be made the basis of education. Education, according to him, is aimed at preparing the individual for a complete life. He believed that knowledge of the various physical and social sciences must supplement the knowledge of literature, arts, and music. Sociology and psychology are important social science. Hence, the scientific, psychological, and sociological trends are related to each other. All three of them aim at the complete development of the individual to make him a useful member of society. These tendencies differ only in respect of the emphasis they place on their respective spheres. All three of them want to fashion education in such a manner that it should conclude in the happiness of the individual and the welfare of society. Both the sociologists and the scientific trends have worried about the social aims of education, both have opposed the traditional methods of discipline and both have demanded fundamental changes in the curriculum. Both are opposed to social differences and both demand the child should study the natural and the physical skills. In spite of these connections, the two difference from each other in the next respect -

•  While physical scientists believe science to be supreme, sociologies believe society to be the most important.
•  The scientist may also be an individualist but the sociologist is invariably in favor of the social approach.

Besides, these two differences, both aim at social development. Because, individuals and society are two parts of a single fact and are therefore complements to each other, the scientific and the sociological trends of education are also corresponding. 

References: Sociology of Education by S.S. Chandra & R. K. Sharma