Educational Psychology—Limitations and Possibilities

98 The Praeger Handbook of Education and Psychology
After testing, students are then ranked on their ability to acquire knowledge through rote
memorization and recall this information in a standardized way by a process known as grading.
Those students able to memorize large quantities of data, even if the information seems trivial
to them, are rewarded by higher grades and higher rankings in class and those students that do
not perform as well on these tests are given lower grades and lower rankings in class standing.
Learning in this environment becomes very linear and concepts such as independence, creativity,
being able to articulate and think in abstract ways or critically are strongly discouraged. The
competitiveness of the testing, grading, and class ranking, coupled with the physical structure of
the classroom itself, creates a hyper-individualized atmosphere where the thoughts and ideas of
others are not valued. In this banking method the student really has nothing of value to offer to
the teacher or the rest of the class, except obedience.
Formal education is also based on a more developmental psychological model, which was
developed and tested by theorists that also looked at the behavioral aspects of learning. These
ideas were greatly supported and promoted by two developmental psychologists, Erik Erickson
and Jean Piaget. From the perspective of both of these theorists, they believed that individuals
developed at certain stages and how they develop should closely mirror their age and at what
stage they should be at that time, that learning is very linear and progresses on an upward pattern.
Images such as a ladder or stairs are often invoked in demonstrating their theories. One would
begin at the bottom of a ladder or steps, and as they grow and learn they should move upward
and there is very little room for moving back and forth on this development model. Once one has
“mastered” a certain skill, one should continue upward on their progress and should not go back
or jump forward, but continue on the path, as one should behaviorally. The mind in this model is
actually perceived of as a muscle and the best way that one can learn is in this formal educational
setting by a process of rote memorization. One of the interesting aspects of this model is that
little emphasis is placed on the learning process of adults, so once an individual has made it to a
certain point in his or her life, one has mastered the basic skills needed to survive and not much
more emphasis is placed on education.
One unfortunate but very important side effect of this style of learning in this formal educational
environment is that it mainly establishes ones place in society, which is an obedient follower that
does not question authority. Education today is based on the ideas of means and production,
where one is to become a “productive” member of society, which basically means to produce
and consume goods. Ideas such as individuality (being a unique self as opposed to the hyperindividuality
of formal education which is to be competitive in the market economy), spirituality,
concern for others and the environment are discouraged since these ideas pose a threat to the market
economy. What tends to happen in the psychological aspect of this educational environment is
that if one is unable to perform, accept, or adept appropriately to these standards then one has
a tendency to be “labeled.” These labels can range from something as simple as just having a
“learning disability” to a more severe label as one having a “behavioral problem,” but the main
emphasis of the label is that the student is deficient in one way or another.
In the formal setting, students who have a tendency to reject forms of authority or attempt to
express themselves individually are not meeting up to the standards and this in turn may require
intervention by a professional or specialist. Very little emphasis is placed on the students learning
ability, since standardized tests are considered the norm and the only appropriate way to evaluate
ones progress in this formal setting. Interventions based on a psychological model that is to help
students become more productive members of the educational process, or in other words are able
to conform to the educational standards, are very valued in the formal educational setting. In too
many cases alternatives such as medications that help students “focus” and stay still are utilized
and these alternatives are on the increase even though there is very little research that has been
conducted on the long-term effects of these medications on young developing minds. So the sense