The Role Of The Teacher
Philosophy of Education
Assessment Task 1
27th March 2006
Evelyn, Joanna, Keith, Monique, Rachael & Samantha
Should The Teacher Be
The Controller?
The Argument –
Teacher as Controller
V’s
Teacher as Facilitator
Should Behaviorism Shape
Educational Practices?
YES – B.F Skinner - An influential proponent of behaviorism
and professor of psychology, critiques the concept of
‘inner freedom’ and links learning and motivation to the
influence of external forces.
B.F Skinner, from Beyond Freedom and Dignity (Alfred A.Knopf, 1971)
NO – Carl R. Rogers – Professor of psychology and
psychiatry offers the ‘humanistic’ alternative to
behaviourism, insisting on the reality of subjective forces
in human motivation.
Carl R.Rogers, from Freedom to Learn for the Eighties (Merrill, 1983)
(Noll,J. (1999). Issue 3: Should behaviorism shape educational practices? Pp.32-47 in J.Noll (Ed). Taking
sides. Clashing views on controversial educational issues. (10th edition). Guilford: Dushkin/McGrawHill)
Facilitate or Control?
Facilitate
‘To make easier or less difficult’
(Macquarie Dictionary – 1985 - 3rd Edition (reprinted 2000)
Control
‘To exercise restraint or direction over; dominate,
command’
(Macquarie Dictionary – 1985 - 3rd Edition (reprinted 2000)
Central Issues
Control
Freedom
Motivation
Control
‘The power to influence people’s behavior or
the course of events’
(Oxford Dictionary – www.askoxford.com)
Freedom
‘The power or right to act, speak or think freely’
(Oxford Dictionary – www.askoxford.com)
Motivation
An internal state which activates,
directs and sustains behaviour towards
achieving a particular goal
Behaviorist Philosophy
B.F Skinner
“To promote skill development and behavioral
change; Ensure compliance with standards and
societal expectations.”
Picture: (www.bfskinner.org)
Zinn, L. (2004). Exploring your philosophical orientation. Pp 72-73 in M.Galbraith (Ed). Adult learning
methods: a guide for effective instruction. Malabar (Florida): Krieger Publishing Company
Behaviorist Teacher
“Manager; controller; predicts and directs
learning outcomes”
Zinn, L. (2004). Exploring your philosophical orientation. Pp 72-73 in M.Galbraith (Ed).. Adult
learning methods: a guide for effective instruction Malabar (Florida): Krieger Publishing Company
Behaviorism &
Central Issues
Control
“Man is a machine, man is unfree, man cannot
commit himself in any meaningful sense; he is
simply controlled by planned or unplanned
forces outside of himself”
Carl R.Rogers, from Freedom to Learn for the Eighties (Merrill, 1983)
(Noll,J. (1999). Issue 3: Should behaviorism shape educational practices? Pp.42 in J.Noll (Ed). Taking
sides. Clashing views on controversial educational issues. (10th edition). Guilford: Dushkin/McGrawHill)
Freedom
“The literature of freedom…has a simple
objective…to induce people to act to free
themselves from various kinds of intentional
control”
B.F Skinner, from Beyond Freedom and Dignity (Alfred A.Knopf, 1971)
(Noll,J. (1999). Issue 3: Should behaviorism shape educational practices? Pp.38 in J.Noll (Ed). Taking
sides. Clashing views on controversial educational issues. (10th edition). Guilford: Dushkin/McGrawHill)
Motivation
“When a bit of behavior is followed by a certain
kind of consequence, it is more likely to occur
again, and the consequence having this effect
is called a reinforcer”
B.F Skinner, from Beyond Freedom and Dignity (Alfred A.Knopf, 1971)
(Noll,J. (1999). Issue 3: Should behaviorism shape educational practices? Pp. 34 in J.Noll (Ed). Taking
sides. Clashing views on controversial educational issues. (10th edition). Guilford: Dushkin/McGrawHill)
Behaviorist Pros
• Outcomes are standardised
• Students are better behaved
• Assessment and feedback
• Productive aversive control (positive
reinforcement)
Behaviorist Pros
• Focus on facts
• Textbook is followed for structure
• Classes are very structured and tend to finish
on time
• Control for the benefit of the students
Behaviorist Cons
• Negative aversive control (negative
reinforcement)
• Control for controller’s sake/power’s sake
• Students are not treated as individuals
• Indoctrination
Behaviorist Cons
• Students are forced to work and may lose
motivation
• May discourage students
• The students have no responsibility for their own
learning
• Some students could be left behind
• Focus on facts. No questioning.
Humanist Philosophy
Carl.R Rogers
“To enhance personal growth and
development; to facilitate self actualization.”
Picture: http://www.infed.org/thinkers/et-rogers.htm
Zinn, L. (2004). Exploring your philosophical orientation. Pp 72-73 in M.Galbraith (Ed). Adult learning
methods: a guide for effective instruction. Malabar (Florida): Krieger Publishing Company
Humanist Teacher
“Facilitator; helper; partner; promotes but does
not direct learning”
Zinn, L. (2004). Exploring your philosophical orientation. Pp 72-73 in M.Galbraith (Ed). Adult learning
methods: a guide for effective instruction. Malabar (Florida): Krieger Publishing Company
Humanism &
Central Issues
Control
“Even with a process based curricular focus; the
humanistic teacher can only offer material and
opportunities to the student. They cannot
require the student to do anything; they can
only suggest.”
www.http://home.okstate.edu/homepages.nsf/toc/EPSY5213Reading1
Freedom
“Man is subjectively free; his personal choice and
responsibility account for the shape of his life;
he is in fact the architect of himself.”
Carl R.Rogers, from Freedom to Learn for the Eighties (Merrill, 1983)
(Noll,J. (1999). Issue 3: Should behaviorism shape educational practices? Pp.42 in J.Noll (Ed). Taking
sides. Clashing views on controversial educational issues. (10th edition). Guilford: Dushkin/McGrawHill)
Motivation
“Learner is highly motivated and self-directed”
Zinn, L. (2004). Exploring your philosophical orientation. Pp 72-73 in M.Galbraith (Ed). Adult
learning methods: a guide for effective instruction. Malabar (Florida): Krieger Publishing
Company
Humanism Pros
• Students are highly motivated.
• Allows children to be naturally inquisitive.
• Supports children's interests.
• Responsible for own learning.
• Students feel empowered.
Humanism Cons
• Students could become easily distracted
• Outcomes are not standardised.
• Classes not structured.
• Outcomes can be left behind in pursuit of students
own interests.
• Difficult for teacher to assess students and give
feedback about performance in relation to other
students.
Progressive Philosophy
John Dewey
“To promote societal well-being; enhance
individual effectiveness in society; to give
learners practical problem solving skills.”
Picture: http://www.infed.org/thinkers/et-dewey.htm
Zinn, L. (2004). Exploring your philosophical orientation. Pp 72-73 in M.Galbraith (Ed).
Adult learning methods: a guide for effective instruction. Malabar (Florida): Krieger
Publishing Company
Progressive Teacher
“Organiser; guides learning through experiences
that are educative; stimulates; instigates and
evaluates learning process.”
Zinn, L. (2004). Exploring your philosophical orientation. Pp 72-73 in M.Galbraith (Ed). Adult learning
methods: a guide for effective instruction. Malabar (Florida): Krieger Publishing Company
Progressivism &
Central Issues
Control
“Constraint and regulation are almost entirely
absent with the child in control of the learning
experience expressing their natural curiosity
and having the teacher support that curiosity”
Symes.C & Preston.N (1997). Schools and classrooms. A cultural studies analysis of education. Ch 4
p70. 2nd Edition. Longman.
Freedom
“Liberty is not just an idea, and abstract principle.
It is power, effective power to do specific
things”
Dewey, J., (1940) Education Today. P316. New York: G P Putnam’s Sons
Motivation
Comes from within but is encouraged and
followed up by the teacher allowing the pursuit
of the inner curiosity.
Progressive Pros
• Learner needs, interests and experiences are key
elements in learning
• Students do not compete against each other, the
focus is on group work instead
• Enhances the students individual effectiveness
within the society
• Provides students with practical knowledge and
problem solving skills
Progressive Cons
• Unstandardised outcomes - hard to assess
actual progress of students
• Does the student know what’s best for them?
• “To promote societal well-being" is a very
subjective term
• Traditional academic disciplines are often
overlooked because they are not "hands-on"
Scenario
• You are the teacher of about 25 children. Three
of these children, when together, bounce off
each other’s personalities and they create a
disturbance of the atmosphere you are trying
to create in the classroom.
• One of these children has a mild case of autism
and does not respond to discipline. Another
responds to discipline. The last child thinks
discipline is humorous.
Task
Respond/discuss the situation and how you
would alleviate it from a
behaviorist/humanist/progressive
approach
Discussion
1. According to your view, (behaviorist,
humanist, progressivist), what is of value to
you in this scenario?
2. Why do you have those values? What makes
you choose them?
3. How does your action in this scenario
provide evidence of the values you have
chosen?
4. As a group did you agree with the particular
philosophy that was given to you?
Is a Middle Position
Possible?
“Each approach contains within it values and
purposes that are useful & appropriate in
certain teaching situations, as well as being
morally preferable in some instances”
(Fenstermacher, G. & Stolis, J (1992). Approaches to Teaching. 2nd Edition. New York: Teachers College
Press - Chapter 1, Page 5)
References
•
Carpenter, F. (1974). The Skinner Primer: Behind Freedom and Dignity. New York: The
Free Press, A Division of Macmillan Publishing Co., Inc.
•
Dewey, J., (1940) Education Today. New York: G P Putnam’s Sons
•
Dewey, J., (1967). Democracy and Education. Canada: Collier-Macmillan
•
Fernstermacher, G. & Soltis, J. (1992). Approaches to teaching. (2nd edition). New York:
Teachers College Press. (Chapter 1: Approaches to teaching, pp1 – 5).
•
Noll, J. (1999). Issue 3: Should Behaviorism shape educational practices? Pp32 – 47 in J.
Noll (Ed). Taking sides. Clashing views on controversial educational issues. (10th edition).
Guilford: Dushkin/McGraw-Hill.
References
•
The World Book Multimedia Encyclopedia (2004). World Book, Inc.
•
Worrel, J. & Nelson, C. M. (1974)., Managing Instructional Problems: A Case Study
Workbook. McGraw-Hill Book Company.
•
Zinn, L. (2004). Exploring your philosophical orientation. Pp 39 – 74 in M.Galbraith (Ed).
Adult learning methods: a guide for effective instruction. Malabar (Florida): Krieger
Publishing Company
•
Symes.C & Preston.N (1997). Schools and classrooms. A cultural studies analysis of
education. Ch 4 p70. 2nd Edition. Longman.
•
Macquarie Dictionary. 1985.3rd Edition.Reprinted 2000. Macquarie Library.
•
Oxford Dictionary – www.askoxford.com. Oxford University Press, 2006.
•
www.http://home.okstate.edu/homepages.nsf/toc/EPSY5213Reading1