William Cope
Pinakini Shah
Nadia Ayub
Miquel Colobran.png "Samuel Chukwuemeka Obasi")
Samuel Chukwuemeka Obasi
Sara RichterLearning, Knowledge and Human Development MOOC’s Updates
Behaviorism and education
Behaviorism focuses on the idea that all behaviors are learned through interaction with the environment. This learning theory states that behaviors are learned from the environment, and says that innate or inherited factors have very little influence on behavior.
In education, some people believe that behaviorism is the key to motivate students. Information is transferred from teachers to learners from a response to the right stimulus. Students are a passive participant in behavioral learning—teachers are giving them the information as an element of stimulus-response. Teachers use behaviorism to show students how they should react and respond to certain stimuli. This needs to be done in a repetitive way, to regularly remind students what behavior a teacher is looking for.
While behaviorism is a great option for many teachers, there are some criticisms of this theory. I believe that other factors such as genetics, resilience, personality traits and cognitive or unconscious issues can play a big role in how a student behaves and develops in class. A good example of this is Oppositional defiant disorder (ODD). It is listed in the DSM-5 under Disruptive, impulse-control, and conduct disorders and defined as "a pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness". This behavior is usually targeted toward peers, parents, teachers, and other authority figures, including law enforcement officials.
In cases like this, positive reinforcement does not work. The child needs therapy, medical supervision and a good family/ educational structure.
References:
https://www.wgu.edu/blog/what-behavioral-learning-theory2005.html
//efaidnbmnnnibpcajpcglclefindmkaj/https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/odd/odd_resource_center_odd_guide.pdf
https://archive.org/details/diagnosticstatis0005unse
As a learning theory, behaviorism posits that external stimuli shape behaviour through processes of reinforcement and punishment, which emphasizes the environment's role in shaping behavior. In an educational setting, this theory has led to methods such as positive reinforcement to encourage desirable behaviours and repetitive practice to reinforce learning. However, behaviorism tends to view students as passive learners, limiting the role of internal processes like cognition, emotions, and individual personality differences. Critics argue that this reductionist approach may oversimplify the complexities of human behaviour, particularly in educational contexts where students' motivations, emotions, and backgrounds vary widely. For instance, not all students respond to stimuli similarly, as learning is also influenced by factors such as cognitive development, intrinsic motivation, and socio-emotional conditions, which behaviourism largely overlooks.
A significant challenge to behaviourism arises when dealing with students who exhibit behavioural or emotional disorders, such as Oppositional Defiant Disorder (ODD). In such cases, external stimuli cannot solely manage behaviour, as internal factors like genetic predisposition, neurodevelopmental issues, and emotional regulation deficits play a crucial role. Students with ODD may resist conventional behaviourist strategies such as positive reinforcement or punishment, requiring a more holistic approach that includes therapeutic intervention, family support, and individualized educational strategies. This highlights the limitations of behaviourism in addressing the full spectrum of human behaviour, emphasizing the need for integrating psychological, medical, and cognitive approaches to meet the needs of diverse learners.