Educational Psychology, Evolutionary Psychology, and Socio-Cultural Perspectives

Abstract

Evolutionary psychology examines psychological functions from the perspective of evolutionary fitness and survival. Because evolutionary psychology frames individual and social learning as critical to individual and group survival, it has begun to be applied to the educational space (viz., evolutionary educational psychology). To date, most of this work has involved cognitive perspectives on evolutionary educational psychology. However, some commentators on evolutionary educational psychology have noted the need to consider social influences on learning. Thus, in order to provide a comprehensive understanding of individual student and whole classroom learning and thriving, there is yield in integrating these perspectives. Specifically, by examining research regarding evolutionary-based social factors such as connectedness, cooperation, and mutualism, alongside research regarding school belonging, classroom climate, and collaborative learning, it is possible to improve understanding of how to promote classroom cohesion and success. Moreover, the emphasis that evolutionary psychology places on the impact of diversity has implications for socio-culturally responsive teaching practices. Importantly, as educators seek to implement these unifying mechanisms that can enhance individual and group survival, there are also inherent tensions between individual and group needs that require resolution in the classroom. These tensions and potential avenues for resolution are discussed through this integrated lens. Following the conceptual development of these ideas, implications for practice and research are discussed.