Journal article
Educating the Whole Child: Implications of Behaviorism as a Science of Meaning
Journal of behavioral education, Vol.12(2), pp.105-117
06/2003
Handle:
https://hdl.handle.net/2376/112574
Abstract
New conceptions of what constitutes meaning for the organism have recently arisen within the behavioral tradition. These conceptions are a function of reformulations of traditional topics such as reinforcement and verbal behavior. This paper will review these reformulations and discuss their implications for education. It is argued that teachers are in need of a more comprehensive framework for understanding human behavior than the technique-based behaviorism to which they are frequently exposed. The present paper suggests that advances in our understanding of choice behavior and verbal behavior put us within reach of a comprehensive framework for making sense of the interconnectedness of social, self, and academic development.
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Details
- Title
- Educating the Whole Child: Implications of Behaviorism as a Science of Meaning
- Creators
- Paul Strand - Department of Psychology Washington State University Richland WAYvonne Barnes-Holmes - National University of Ireland Maynooth IrelandDermot Barnes-Holmes - National University of Ireland Maynooth Ireland
- Publication Details
- Journal of behavioral education, Vol.12(2), pp.105-117
- Academic Unit
- Psychology, Department of
- Publisher
- Kluwer Academic Publishers-Plenum Publishers; New York
- Identifiers
- 99900547600401842
- Language
- English
- Resource Type
- Journal article