Lecturer: Dr.

Leng Phirom Advanced Philosophy and History of Education

Reflection on Behaviourism and Education

Behaviourism and Education is one of many other philosophies in the Philosophical Foundations of
Education by Ozmon and Craver (2003). It seems to be new to me although I learnt it at the Institute of
Foreign Languages. From the chapter, I have acquired and reinforced many significant concepts.

The first one I have learnt is that behaviourism is mainly related to observable and measurable human
behaviour which is responded to stimuli. The responses to the stimuli can be reinforced with a reward
or a punishment to condition wanted behaviour. A reward aimed to promote repeated desired behaviour
can be some sort of praising, giving a gift, etc.; however, punishment used to eliminate or reduce
undesired behaviour can be more tasks to do, reprimanded feedback, etc.

Based on this theory, I can learn that behaviourism happens to every aspect of the society from
classrooms, families, companies, organizations, etc. In families, for example, parents can give their
children some more time to watch TV or play computer games if they behave well, or they do not let
their children watch TV or play computer games if they misbehave. Likewise, in classroom, teachers
can praise students such as “good job”, “well done”, etc., or reward them extra marks if they have
completed their homework early or answered questions correctly. Mark reduction or blame can be
proved to those who have not finished their homework as a punishment. In that case, desired behaviour
will be can be repeated until it becomes automatic. However, unwanted behaviour will be changed to
wanted behaviour. The change of learners’ or children’s behaviour signifies that learning has occurred.

Although behaviorism is very good for identifying the observable and measurable relationships
between specific actions by students or children and consequences of the actions, it is less useful for
understanding changes in students’ or children’s thinking; thus, some theories that are more cognitive
or social skills are needed. In classroom drilling activities, students, for example, with using any
cognition and social interaction just follow and try to remember what their teachers have said. In that
sense, it is very useful, but some concepts require children or students to think or interaction with their
friends to fully understand them.

In conclusion, behaviourism is a very practical for teaching young learners, and it will be the best if it
is integrated with other theories.

Song Bunmean