Behaviorism

1. According to constructionists, best teachers acts as a resource person and this means that teachers direct students toward concreteness, facts and actions. Students are provided with problem solving skills by entering into the real world and interacting with the environment. Students are encouraged to follow experimental inquiry and scientific methods for them to gain experiences and problem solving skills which they will apply in the real life (Hill, 2006). Constructionists encourage practical actions which teachers should take to bring changes. First, teachers should use the pupil-teacher dialogue- I agree with this method because it is very effective. Note that pupil-teacher dialogue will promote collaborative work, group-work task and students will improve elaboration of ideas through interaction. The second method is Praxis-I also agree with method because teachers are encouraged to apply effective actions and problem-solving skills in real-life problems. Teachers focus on social reality, critical reflection and reflect on reality. Note that through dialectical interaction, students will reflect on concepts and values in revealing the reality in real-life (Hill, 2006).
2. 2. The leading philosophical which explains behavior are radical and intentionality behaviorism. Radical behaviorism focus on behavior control which is influenced by environmental consequences. In other words, it states that behaviors are explained with respect to environmental stimuli. Skinner emphasizes that behaviors are influenced by natural events or environment which comprise both positive and negative reinforcement (Moore, 2008). Radical behaviorism affects behaviorist education in that it focuses on observable behavior and teachers conduct behavior analysis in rewarding or punishing. For example, a teacher can reward a student at the end of term for good behavior and he may also punish students for undesirable behavior.  The second philosophy of behavior is intentionality. Unlike radical behaviors which focus on behavior and reinforcement, intentional behaviorism focuses on cognitive psychology and neo-behaviorisms.  In other word, behaviors are mental constructs which are explained by focusing on personal level (Moore, 2008). At this level, behaviors are influenced by sensations and activities. The personal level is further divided into first-personal perspective-which explains inner-body experience and third-personal viewpoint which focus on causing pain to others.  In other words, behaviors are controlled by the power of mind. In relation to behaviorist education, students perform an action with self-consciousness. Teachers are able to analyze behaviors with respect to observing feelings, social anxiety, self-esteem and other personality traits (Moore, 2008).  
3. 3. In today’s teaching, behaviorist values have been implemented for the purpose of shaping behaviors. Two behaviorist values which have been employed are consequences and behavior modification. Teachers use consequences to identify whether behaviors are good or bad (Chambliss, 2013). Behaviors are influenced by positive reinforcement-this means that teachers offers positive reinforcement to students through rewarding, commending on performance, praising performance and more. Negative reinforcement shapes behavior by eliminating the undesirable actions. Second is behavior modification and teachers increase classroom performance through developing a nurturing environment, applying reinforcers and more (Chambliss, 2013). These values are educationally sound in that students modify behavior and avoid unpleasant behaviors. The values are related with observable and measurable behaviors and through reward response, behaviors are modified. 
4. Authentic person is a person who has pure heart, sincere and passionate, and whose actions and words are genuine and the geniuses is influenced by inner being. Authentic learning offers knowledge and skills which are gained through entering in real world and addressing real-world problems (Golomb, 2012). Authenticity can be developed through learning and educators can develop an authentic person through reflecting on real-world problems. Students focus on real problems and they address the problem using both reading resources and research which involves data collection and analysis. In addition, educators can create a community of learners where students are involved in a specific project designed to carry out investigation and share data. Third, educators can develop student-directed learning where students are allowed to develop informed choices in solving problems, making interpretations, interacting with community and reflecting on experiences (Golomb, 2012).  I disagree that Socrates was authentic because he deviated the traditional objectivity and focused on subjectivity morality. In other words, he confronted the prevailing ethos and in specific the honesty and sincerity ethics. He was influenced by conventional language in establishing authenticity subjectivity    which was interconnected with social and political arena.  This means that he demoralized the traditional values (Golomb, 2012).
5. In existentialist education, teachers develop a positive learning environment which plays an important role in helping students create values, choices and identity. Teachers are required to have intellectual characteristics such as educational methods which allow students reflect on real world (Bhattacharya, 2002). Beliefs and commitment are key elements in helping students create life goals and gain intellectual values. Teachers need to promote mutual respect in helping students develop individuality and self-realization. They should help students create a character and allow them understand the infinite possibilities. To assist students develop a meaningful life, teachers should have courage, critical attitude, be able to make judgments, develop empathetic awareness, be spiritual, and understand personal identity (Bhattacharya, 2002). However, teachers should avoid being social minded. Rather, they should display free personality and provide code of conduct to create aesthetic students. Teachers should maintain a positive relationship with students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reference

Chambliss J.J. (2013). Philosophy of Education: An Encyclopedia. Routledge

 

Hill, Laurie Gertrude. (2006). "Principles for Education of The Social Reconstructionists and Critical

Theorists: A Yardstick of Democracy" . Electronic Theses & Dissertations. 461.

 Retrieved from: http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1461&context=etd

 

Moore, J. (2008). Conceptual foundations of radical behaviorism. Cornwall-on-Hudson, NY: Sloan Pub.

 

Golomb Jacob. (2012). In Search of Authenticity: Existentialism from Kierkegaard to Camus. Routledge,

 

Bhattacharya, S. (2002). Philosophical foundation of education. New Delhi: Atlantic Publishers and

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