Behaviorism, Constructivism, and Socratic Pedagogy

Abstract

This paper examines the relationship among behaviorism, constructivism and Socratic pedagogy. Specifically, it asks if a Socratic educator can be a constructivist or a behaviorist. In the first part of the paper, each learning theory, as it relates to the Socratic project, is explained. In the last section, the question of whether or not a Socratic teacher can subscribe to a constructivist or a behaviorist learning theory is addressed. The paper concludes by stating that while Socratic pedagogy shares some similarities with each learning theory, ultimately it is fundamentally incompatible with both.The great triumph of Western intellectual history from the Enlightenment until the beginning of the 20th century rested on its ability to organize the knowledge of the world in a rational way independent of the learner, determined by some structure of the subject. Disciplines were developed, taxonomic schemes established, and all these categories were viewed as components of a vast mechanical machine in which the parts could be explained in terms of their relationship to each other, and each part contributed to making the whole function smoothly. Nowhere in this description does the learner appear. The task of the teacher was to make clear to the learner the working of this machine and any accommodation to the learner was only to account for different appropriate entry points for different learners. (Hein, 1991) in particular) sought to collapse the dualism between subject and object, and they identified acknowledgment of mental states with a dualistic metaphysics. They believed that these sorts of dualisms were unnecessary and artifical distinctions. 7. This was Piaget's criticism of behaviorism. It was a reoccurring theme for Piaget, and can be found in many of his works. 8. The phrasing here becomes problematic because of the obvious relativistic criticisms.

Assessing the Use of YouTube Videos and Interactive Activities as a Critical Thinking Stimulator for Tertiary Students: An Action Research

“…The goal of the constructivist instructor is to provide support, while the student engages in the active process of constructing knowledge (Boghossian, 2006 Theory ry, the cognitiv & Jarvenpaa, nsion to Piage will try to con ation will be r ment (Vural,20 ture the learne e used across y assumed lea n method is d dge about the l be able to ob n addition, sinc e to capture th edge that has c pproach using nts' critical thi Niff and White that "an action ay of looking a ce is satisfacto uce evidence t le to take actio ).…”

Beden Eğitimi Öğretmenliği ve Sertifika Programlarında Öğrenim Gören Öğretmen Adaylarının Kullandıkları Öğretim Stilleri

“…Genel eğitim çerçevesinde yapılan alan uygulamaları incelendiğinde, davranışçı yaklaşımdan yapılandırmacı yaklaşıma doğru gerçekleşen paradigma değişiminin temelinde öğrencilerin bilgiye ulaşmaları ve keşfetmelerini sağlayan öğretim strateji, yöntem ve tekniklerinin çağın gereksinimleri karşılaması yatmaktadır (Boghossian, 2006;Cooper 1993). Bu kuram ışığında gelişen yöntem ve yaklaşımlar ile öğrenenlerin etkin katılımcılar olduğu, bilginin doğasına ve kendi gerçekliklerine ulaşmaya çalıştıkları öğrenme ortamlarının oluşturulması beklenir.…”

“…Teaching methods and techniques for the students to achieve knowledge have been changed on constructivist approach grounds. (Boghossian, 2006;Cooper 1993). The same changes occurred in physical education which is based on human movement in order to improve health, psychomotor skills, social skills, and self-development.…”

Teaching Through Mobile Technology

“…In being able to construct their own learning content, it was also interesting to note that learners could not come to the same conclusion or data as they had used differing sources to curate their material (Boghossian, 2006).…”