Is the Concept of Behaviorism all Bad for Learning?

by: Connie Germono, 2021 January 06

Behaviorism started when Pavlov’s experiment with the dogs was published in 1897 (McLeod 2020) detailing how 2 stimulus (food and metronome) change the response (salivation) of the dog after repeated exposure to the 2 stimulus (Cherry, 2019). After more than 60 years, cognitivism started to gain grounds in psychology through the work of Piaget and Tolman (McLeod 2020). Hence, I think it is safe to say that the behaviorism perspective catapulted cognitivism as we try to put a structure in human psychology.

I think the behaviorist perspective was ingrained and deeply rooted in the way we do things because it was easier to measure. Behaviorism, from the root word behavior, can easily be observed (McLeod 2020). Anything that is observable can be easily measured. Short in saying, any changes in the behavior can easily be observed. For instance, when a chain smoker stopped smoking, when a child stops crying, when a carnivorous person started eating vegetables. If it can be seen and observe, then it can be measured. Even learning objectives were written in a way that results should be measurable, as stated in the SMART mnemonic (Specific, Measurable, Attainable, Relevant and Timebound) (Chatterjee & Corral 2017). Hence, measuring change using behavior as a parameter was easier.

Conditioning must be present in order to arrive at a change in behavior as ascertained by the Classical (Pavlov & Watson) and Operant (Skinner) Conditioning (Ilyas 2015). Meanwhile, there could also be changes in behavior through association and observational learning which was crafted by the Neo-behaviorism theorists (Thorndike & Bandura). Conditioning does not happen in one instance. Conditioning requires series of instances, hence, the operative word was REPETITION. The experiments with the dog (Pavlov), baby Albert (Watson), cats (Skinner), Bobo Doll (Bandura) were done repeatedly before a new behavior was created. Using the same concept in learning, approaches such as memorization, trial and error, practice…practice…practice, drills, etc. were structured in a repetitive manner to condition a person to behave in a certain way. Reinforcement and punishment came into play (Skinner) when a desired behavior is strengthened through reinforcement and undesired behavior to decrease through punishment (McLeod, 2018).

I can still remember when I kept repeating the multiplication table over and over so I can get to memorize it when I was still a child. For several days, or months probably, I kept on orally saying it aloud and testing myself to answer a multiplication question. So when the teacher asked me during recitation, I could easily respond within the time limit. Not answering within the specified time will result to standing during class. Hence, I will force myself to memorize the table so I will not stand and experience the embarrassing situation (negative reinforcement).

If I try to dissect the particular incident based on the behaviorist perspective, I think it all boils down to two factors — (1) the intention of the teacher, and; (2) how the teacher tried to measure learning. If the intention of the teacher was for the student to answer correctly, then the recitation drill of giving the correct answer based on a specified time limit was a suitable approach. Likewise, a definite or an objective type of test will be an easy way to measure learning, i.e. answering the question 7 x 8 in 10 seconds. Every correct answer was a measurable and observable way to see the change from not knowing to knowing the multiplication table. The focus was on the multiplication table and not on the operation of multiplication.

On the other end of the spectrum was the learner. If the approach was through a recitation drill, then the learner’s best approach to give the correct answer was to memorize the multiplication table, which I, and I think together with other students, tried to do - rote learning. The joy or the recognition that a student gets by answering within the specified time limit was a reinforcement (positive reinforcement) of the rote learning process. My motivation was not to suffer the consequences. The moment I was not able to answer correctly on time, the punishment of standing during class and taking away the freedom to sit (negative reinforcement) will motivate me to study hard through memorization, so the undesirable behavior of not answering during the recitation will decrease.

Everything was connected. Starting from the intention of the teachers, the practices/approach used by the teachers, the response of the learners, the study habits and motivation of the learners, and even their parents, were all interrelated. A tradition that has been passed down by generation of teachers, parents, school leaders and etc. based on conditioning, learning through association and observational learning. These practices had been ingrained in the psyche of not just the teachers and students but to parents as well. It was a cyclical process that reinforces rote learning. As long as you know the correct answer then you will achieve good standing in school, at home and in the community.

I have always believe in holistic education - Mind (cognitive), heart (affective) and Body (behavior). The Behaviorist perspective (coming from the word behavior) was solely focused on the changes in behavior and that behavior can be influenced by external factors such as conditioning, association and observation (Ilyas, 2015). If this was the case, then such perspective only addresses one aspect of development of the whole person. Using the S-R theory, we should also look into the impact of the stimuli to the person’s whole development including his/her psyche, i.e. what kind of mindset or emotions can be triggered with the exposure of such stimuli? What will be the long term impact to the person and his relationship with others and the community?, etc. As a teacher or parent, I believe we have the responsibility in creating a space for the children to develop holistically.

Higher consciousness

A lot has happened since the behaviorist perspective was born. We can say that humans have accumulated and is continuing to harvest ample experiences, knowledge, wisdom and connections. The innovations and lifestyle of the 18th century were different compared to today. Hence, being stuck with one perspective will be counter productive. What we can do at this point was to honor and respect each perspectives that were based from research and empirical experiments. Use all the data in a way that would help people and society progress.

Since behaviorism perspective only addresses behavior, we can unbox all of its aspects and carefully select which ones are suitable to the current requirements of the learners with due consideration on the impact to self, others and society. Educating a child does not mean he/she can perfectly recite the different parts of the atmosphere. I believe real education happens when the child could relate the atmosphere with life on earth - to living things and non-livings things; to know what human practices could harm or take care of the atmosphere; to explain the wonders of each level and how it was interconnected with weather, flying, space crafts, meteors, etc.; to make sense on understanding the concept of atmosphere, and; inspire curiosity on what the child can contribute, create or do with the information he/she uncovered on the subject matter. All of these cannot be done by conditioning or association alone.

I remember when my son and I were reviewing for his Science exam on skeletal and muscular system. I asked him to show or point where on his body was the part we were discussing. I also asked him to move (if possible) or feel the parts, i.e. tendons, cartilage, etc. Then, I asked him where can it used, how he can take care of his bones and muscles; what will happen to him if something went wrong, etc. Meanwhile, if there were concepts that he did not understood, I will use available materials such as pens and rubber bands to demonstrate and explain the concept of the bones in relation with the cartilage, tendons, etc. We try to relate also the vitamins that he was taking to make sure that his bones and muscles were well taken cared of. I also asked him to get his vitamins and looked for the minerals/ingredients of the vitamins that he was taking that would help in bone development. Once we were done, I took comfort that he understood the concepts and will be able to decide on his own how to better take care of himself. Never mind that he can’t remember the word cartilage or even spell it. What was important, for me, was when he started to sit straight, appreciated exercise and conscientiously took his vitamins.

Many things were at work affecting the mind, heart and body when we learn. Learning is more than just knowing the concept or act because the teacher said so. Deep learning happens when we can integrate the concepts that we had learned in our daily lives and use it to direct our actions towards a higher goal of community, collaboration and sustainability. All our actions contribute to what we call “life at present”. In lieu, as we increase the capability of each child, they should also be aware that their actions impact the future. If our desired outcome is a better future, then we should be able to collectively create a learning space for the children to build curiosity(mind) - an open mind to possibilities and lifelong learning; compassion(heart) - a culture of care, empathy and respect, and; courage (hand) - will to act, create one’s agency and actively respond to the challenges of the time.

I would like to relate this with the article written by Otto Scharmer, author of the book Theory U:

“The classical university was based on the unity of research and teaching; the modern university has been based on the unity of research, teaching, and practical application. I believe that the current historical moment, with one civilization ending and dying, and another being born, invites us to reconceive the 21st-century university as a unity of research, teaching, and the praxis of transforming society and self.

Yet, the current contribution of universities to societal transformation remains unclear. This is because the traditional output of universities — knowledge — is not the missing piece to catalyzing social change. Let’s consider the example of the Paris Agreement and the 17 Sustainable Development Goals (SDGs), the current global framework outlining the transformation objectives of the next decade.

The difficulties in implementing the Paris Agreement and the SDGs worldwide are not caused by a knowledge gap. The problem is lack of political will and a knowing-doing gap: a disconnect between our collective consciousness and our collective action. This gap leads us to collectively create results that nobody wants: massive environmental destruction, societies breaking apart, and social media-induced mass separation from our deeper sources of self.

To address these profound challenges, we need new platforms and new capacities that upgrade our mental and social operating system from ego-system awareness to eco-system awareness.”

I find the phrase “21st-century university as a unity of research, teaching, and the praxis of transforming society and self” very powerful and should be the goal of all educational institutions.

Given the above, will behaviorism have a place in the 21st century education?

References:

McLeod, S. (2020). Cognitive Psychology. Simply Psychology. Retrieved from https://www.simplypsychology.org/cognitive.html#:~:text=Information%20Processing,-Information%20Processing&text=The%20cognitive%20approach%20began%20to,work%20of%20Piaget%20and%20Tolman.

McLeod, S. (2020). Behaviorist Approach. Simply Psychology. Retrieved from https://www.simplypsychology.org/behaviorism.html

Chatterjee, D., & Corral, J. (2017). How to Write Well-Defined Learning Objectives. The journal of education in perioperative medicine : JEPM, 19(4), E610.

Ilyas, M. (2015) Theory of Teacher Education Behavioral Perspective (Operant Conditioning)

Connectionism (Edward Thorndike). https://www.instructionaldesign.org/theories/connectionism/

Bandura’s Social Learning Theory http://www.instructionaldesign.org/theories/social-learning

Cherry, K. (2019). What is Classical Conditioning? A Step-by-Step Guide to How Classical Conditioning Really Works. Very Well Mind. Retrieved from https://www.verywellmind.com/classical-conditioning-2794859

McLeod, S. (2018) B.F. Skinner - Operant Conditioning. Simple Psychology. Retrieved from https://www.simplypsychology.org/operant-conditioning.html

Scharmer, O. (2019). Vertical Literacy: Reimagining the 21st Century University. Retrieved from Medium.