The relation between psychology and education is very intimate. Psychology has been defined as the science of behaviour. It seeks to understand and explain behaviour in terms of mental and bodily activities. Its chief problem is how and why we behave, how we think, know, feel and act and why we think, know, feel and act in the way in which we do. It tries to understand the conditions from which acts of behaviour arise and to arrive at general principles which govern behaviour so as to interpret, control and predict it. Education, as we have seen above, is an attempt to mould and shape behaviour. It tries to help young people to grow and develop along certain lines, to acquire knowledge and skill and to learn certain ways of thought and feeling so that they may be absorbed in adult social life. The science of psychology must be basic to such an attempt, for any influence on behaviour, to be effective, must be planned and worked according to the principles of psychology.
Education, therefore, must be based on psychology and from the very first step which he takes to educate the child, the educator must depend upon psychological knowledge. Education deals with young people and the conditions that promote or retard growth and development; it selects and strengthens those influences which promote healthy growth and tries to eliminate and weaken those which retard it. As a result of this study it formulates certain principles on which organization and administration in schools should be based; it has to study the needs and interests of children and provide for their healthy satisfaction and expression; it has to devise effective methods of teaching so that children may learn more quickly and better.
It is against these backdrops that this issue of KIU Journal of Humanities focuses attention on various aspects of Psychology and Education such as social psychology, counseling psychology and educational psychology, educational administration, educational technology as well as teaching and learning skills.