Evolutionary Educational Psychology and Sociocultural Perspectives: Implications for Learning and Instruction

• In Event: Part 2 – Recent Advancement in Sociocultural Influences on Motivation and Learning: Big Theories Revisited

Abstract

Purpose: Evolutionary educational psychology (Geary, 2012) is one line of evolutionary psychology theorizing that seeks to explain how evolved biases in learning and motivation influence students’ capacity and motivation to learn and achieve. Evolutionary educational psychology is gaining an increasing presence in psycho-educational research and conceptualizing. Evolutionary educational psychology is a predominantly cognitive perspective and critical responses to it have identified a lack of detail on the interpersonal, sociocultural, and social aspects of achievement, motivation, learning, and instruction. Addressing these criticisms, this presentation explores the social and socio-cultural factors and processes relevant to evolutionary educational psychology.

Theoretical framework: From an evolutionary psychology perspective, the mind is comprised of psychological adaptations and predisposed mechanisms for learning that survive because they solve context-relevant problems that help individuals survive (Buss, 2005). Of the various perspectives and contributions under the evolutionary psychology banner, the one most directly informing academic achievement is that proposed by evolutionary educational psychology (Geary, 2012).

Modes of inquiry: Evolutionary educational psychology proposes two psychological systems. Primary (folk) psychological systems have an evolutionary basis and involve processing information related to self, others, and group dynamics (Geary, 2012). Secondary psychological systems are acquired through individuals’ interactions with their environment. Secondary systems are typically what underpin performance environments such as school in which culturally-relevant skills and knowledge are taught and learnt (Geary, 2012). Evolutionary educational psychology is a predominantly cognitive framework. Notably, however, critical responses to this conceptualizing point to the need to more fully consider inter-individual, social, and context-relevant aspects of motivation, learning, achievement, and instruction (Halpern, 2008). Accordingly, this presentation examines social and socio-cultural dimensions relevant to evolutionary educational psychology and their implications for learning and instruction.

Results and scholarly significance: The presentation describes numerous educational yields from considering the social and socio-cultural dimensions of evolutionary educational psychology. First, it addresses recent criticisms of evolutionary educational psychology by integrating socio-cultural, inter-individual, and social processes relevant to the exigencies of classroom life. Second, harnessing evolutionary concepts relevant to “situated” achievement further illuminates why some students experience difficulty being optimally motivated and engaged – and what to do about this. Third, considering factors and processes that have helped humans adapt in the past has the potential to inform ways educators can enhance students’ capacity to function in their ever-changing world. Finally, revisiting “classic” theorizing in evolutionary and educational psychology allows new conceptual insights and directions for future considerations of students’ academic development.

Author

• Andrew J. Martin, The University of New South Wales