Education: Balancing Conditioned Response and Responsible Claims.

Titel	Education: Balancing Conditioned Response and Responsible Claims.
Quelle	184 (1971), S.297-307 (17 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Behavior Change; Behavior Development; Behavior Theories; Behavioral Objectives; Behavioral Sciences; Conditioning; Conference Reports; Educational Psychology; Educational Theories; Higher Education; Learning Processes; Learning Theories; Operant Conditioning; Psychoeducational Methods; Reinforcement; Responses; Socialization; Stimuli + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Educational theory; Theory of education; Bildungstheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Learning theory; Lerntheorie; Operante Konditionierung; Positive Verstärkung; Socialisation; Sozialisation; Anreizsystem
Abstract	This paper was presented at the 1970 International Joint Conference sponsored by the American Geographical Society and the American Division of the World Academy of Art and Science held in New York City. The author postulates that education can be accountable to a changing world scene by offering students a relevant education so they may consciously choose new learning objectives necessary to cope with a changing environment. Two kinds of learning are needed: conditioned-response learning and purposeful learning. Conditioned stimulus response (S-R) training produces a change in behavior characterized by covergent responses. Conditioning in the early years enables a child to increase his learning capabilities and provides a groundwork for sequential, developmental, cognitive learning in the schools. Purposeful learning expands upon the behavioral base established by conditioned-response learning. This is what the author claims is needed in order to increase intellectual potential and produce divergent responses. As an alternative to traditional S-R conditioning, purposeful learning helps the student understand human behavior and stresses intrinsic rewards, reinforcement, sequential practices of complex concepts and principles, and feedback. Purposeful learning can serve as a model in educational design and planning. The author concludes that a balance is needed between these two ways of guiding learning in order to develop responsible human beings for life in a changing society. (SJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01