Deliverable Length: 45 Strong Paragraphs For Graduate Progra

Deliverable Length45 Strong Paragraphsgraduate Programs Discussion B

Discuss the following: How did behaviorism become such a dominant theoretical basis for education and training in the United States? How do behaviorists make the logical transition in their thinking from experiments on pigeons, rats, dogs, and apes to conclusions about human learning? Why might an educator choose a specific behavioral approach? Consider learning audiences, types of learning events, learner management, and learning activities. Illustrate your discussions with examples. The scientific or positivist philosophy of education argues that knowledge can be discovered and constructed scientifically. Positivists assume that people can discover the truth about the world and that everyone needs to work toward knowledge of the same, ultimate truth, regardless of the topic or field of study. Discuss the following: In what ways does behaviorist theory support this philosophy? Use your text, web resources, and all course materials to develop your response in 4–5 strong paragraphs.

Paper For Above instruction

Behaviorism emerged as a dominant educational philosophy in the United States primarily due to its emphasis on observable behavior and the scientific method, which aligned well with the country's industrial growth and emphasis on measurable outcomes. Early pioneers like John B. Watson and B.F. Skinner championed the idea that psychology should focus on observable behaviors rather than internal mental states. This approach proved highly practical for designing effective training and educational programs, especially in settings requiring standardized assessment and control. The simplicity and tangible nature of behaviorist principles made them appealing for broad application in public education, military training, and corporate development, thus establishing behaviorism as a foundational theory in American education.

Behaviorists logically extended their experimental findings from animals—such as pigeons, rats, dogs, and apes—to human learning by assuming that underlying mechanisms of learning are consistent across species. Skinner and others posited that since animals exhibit learned behaviors through reinforcement and conditioning, similar principles could be applied to humans. For example, the process of operant conditioning, where behaviors are strengthened through reinforcement, was seen as a universal mechanism. Educators adopting a behavioral approach often utilize systematic reinforcement, prompts, and immediate feedback to shape desired behaviors. For instance, in a classroom setting, a teacher might reinforce student participation with praise or rewards, thereby encouraging continued engagement and learning.

Educators might choose a behavioral approach due to its clarity, structure, and effectiveness in managing large groups or delivering specific skills. This approach is particularly suited for audiences requiring foundational knowledge or skills, such as in technical training, where clear objectives, step-by-step procedures, and consistent reinforcement facilitate learning. Additionally, behaviorism supports the management of learner behaviors through reinforcement schedules, creating predictable and controlled learning environments. For example, a corporate trainer might use a token economy system to motivate employees to master safety procedures, or a teacher might use immediate praise to reinforce desired classroom behaviors. These strategies highlight the practical advantages of behaviorism in diverse educational settings.

The scientific or positivist philosophy of education aligns with behaviorist theory because both emphasize objective observation, measurable data, and empirical verification. Positivists believe that knowledge is discoverable through scientific inquiry, a view reinforced by behaviorism’s focus on observable behaviors and measurable outcomes. Skinner’s operant conditioning is an exemplar of this, as it relies on systematic experimentation and data collection to understand and modify behavior. The behaviorist emphasis on external stimuli and reinforcement echoes the positivist belief that truth and knowledge can be uncovered through scientific methods, regardless of the subject matter. Consequently, behaviorist principles support the positivist conviction that scientific discovery enables us to acquire reliable, universally applicable knowledge about human learning, further reinforcing its popularity in educational contexts.

References

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• Ferris, S. P., et al. (2013). Educational psychology: Developing learners (1st edition). Pearson.
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• Mooney, C. G. (2000). Theories of childhood: An introduction to piaget, vygotsky, erikson & bruner. Redleaf Press.
• Skinner, B. F. (1953). Science and human behavior. Free Press.
• Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
• Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158–177.
• Glaser, R. (1976). Education and psychology: A review of the literature. Educational Researcher, 5(10), 4-9.
• Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson.
• Shanks, D. R. (2010). Learning: From behavior to cognition. Oxford University Press.