Philo-Social Foundations in Educati

BEHAVIORIS
MReported by:

Arca, Leni Mae

Anir, Jetka Trisha
Balano, Blesilda
Donoz, Mirasol
 WHAT IS
BEHAVIORISM?
• Behaviorism in education, or behavioral
learning theory is a branch of psychology
that focuses on how people learn through
their interactions with the environment. It is
based on the idea that all behaviors are
acquired through conditioning, which is a
process of reinforcement and punishment.
According to this theory, learning is a
change in observable behavior that results
 WHAT IS
BEHAVIORISM?
• Behaviorism emerged as a reaction to the introspective
psychology of the late 19th century, which was criticized
for its focus on unobservable mental states and subjective
interpretation. Russian physiologist Ivan Pavlov’s research
on classical conditioning in the early 1900s provided an
empirical basis for behaviorism. His work demonstrated
that behaviors could be learned through associations, as
seen in his famous experiments with dogs.
 WHAT IS
• A
BEHAVIORISM?
round the same time, American psychologist John B.
Watson introduced behaviorism to the United States
with his 1913 paper "Psychology as the Behaviorist
Views It." Watson asserted that psychology should be
an objective science focused on observable behavior,
thereby rejecting introspection as a method.
2 MAIN TYPES OF CONDITIONING IN
BEHAVIORIST THEORY

CLASSICAL
CONDITIONING
OPERANT
CONDITIONING
 Classical conditioning is a
type of associative
CLASSICAL learning where a
CONDITIONING
previously neutral
stimulus becomes
associated with a reflexive
response.
 The process involves several stages:

• Unconditioned Stimulus (UCS): A

stimulus that naturally elicits a response
(e.g., food).

CLASSICAL • Unconditioned Response (UCR): A

CONDITIONING natural response to the UCS (e.g.,

salivation).

• Conditioned Stimulus (CS): A

previously neutral stimulus that, after
being associated with the UCS, elicits a
response (e.g., the bell).

• Conditioned Response (CR): The

 Deals with voluntary
behavior, which is either
OPERANT
CONDITIONING reinforced or punished
based on outcomes
 Positive Reinforcement: Adding a
pleasant stimulus to increase a
behavior.
• Negative Reinforcement:
OPERANT
CONDITIONING Removing an unpleasant stimulus
to increase a behavior.
• Positive Punishment: Adding an
unpleasant stimulus to decrease a
behavior.
• Negative Punishment:
 KEY
PHILOSOPHERS
JOHN WATSON
• American psychologist who is
considered as the Father of
Behaviorism.
• He completed his doctorate in
Psychology at the University of
Chicago in 1903 and went on to
teach at John Hopkins University
in 1908.)
 JOHN WATSON
• Famous experiment: The Little Albert Experiment

• Only behavior that could be observed, recorded, and measured

was of any real value for the study of humans and animals.
Watson’s thinking was heavily influenced by the earlier
classical conditioning experiments of Ivan Pavlov.
• Watson’s behaviorism rejected the concept of the unconscious
and the internal mental state of a person because it was not
observable and was subject to the psychologist’s subjective
information.
 JOHN WATSON
PERSPECTIVE ON THE ROLES OF EDUCATORS:

Educators should focus on observable behaviors and the

environmental factors that influence them. According to Watson,
behavior is learned through interactions with the environment,
and educators should use conditioning techniques, such as
reinforcement and punishment, to shape student behavior. He
emphasized a scientific approach to education, where teachers
utilize data and evidence to inform their methods and assess
student progress. By creating learning environments that provide
positive stimuli and reinforcement, educators can promote
desired behaviors and improve educational outcomes.
 IVAN PAVLOV
• Russian psychologist during the
late 19th century who contributed
greatly to the behavioral school of
psychology.
• He was famous for developing an
experiment testing the concept of
the conditioned reflex.
 IVAN PAVLOV
• Famous experiment: The experiment of the drooling dog

• The discovery of classical conditioning was accidental. While

researching the digestion of dogs, Pavlov observed that the
dog’s physical response to food gradually changed.
• Pavlov observed several phenomena related to classical
conditioning. He found that the rate of acquisition during the
initial stages of learning depended on the prominence of the
stimulus and the timing between the introduction of the
neutral stimulus and unconditioned stimulus.
 IVAN PAVLOV
PERSPECTIVE ON THE ROLES OF EDUCATORS:

Educators can create positive learning environments by

associating neutral stimuli with positive experiences, which can
lead to more effective learning outcomes. For example, teachers
can pair difficult tasks with positive reinforcement like praise or
rewards, making students more likely to engage with and
complete those tasks. Additionally, Pavlov’s work suggests that
repetitive conditioning can help students form good habits, such
as consistently studying or participating in class. By
understanding and applying the principles of classical
conditioning, educators can shape student behavior and improve
 B.F. SKINNER
• American psychologist,
behaviorist, inventor, and social
philosopher.
• He is best known for developing
the theory of operant conditioning,
which emphasizes the influence of
consequences on behavior.
 B.F. SKINNER
• Famous experiment: Skinner Box

• Reinforcement: Any event that strengthens or increases the

likelihood of a behavior. This can be positive (adding a
pleasant stimulus) or negative (removing an unpleasant
stimulus).

Positive Reinforcement: Rewarding a behavior to encourage its

recurrence, such as giving a student praise for good work.

Negative Reinforcement: Removing an aversive stimulus to

encourage behavior, like ending a loud noise when a correct
 B.F. SKINNER
• Punishment: Any event that decreases the likelihood of a
behavior.

Positive Punishment: Adding an unpleasant stimulus to decrease

a behavior, such as giving extra chores for misbehavior.

Negative Punishment: Removing a pleasant stimulus to decrease

a behavior, like taking away a toy from a child for not following
rules.
• Extinction: The gradual weakening of a behavior when it is no
longer reinforced.
 B.F. SKINNER
PERSPECTIVE ON THE ROLES OF EDUCATORS:

Reinforcement: Teachers should use positive reinforcement

(rewards, praise) to encourage desired behaviors and negative
reinforcement (removing an aversive stimulus) to strengthen
behaviors by removing negative conditions.

Punishment: Educators can use positive punishment (adding

an aversive stimulus) to discourage undesirable behaviors and
negative punishment (removing a pleasant stimulus) to
decrease the likelihood of those behaviors.

Behavior Shaping: Teachers can gradually shape student

 B.F. SKINNER
PERSPECTIVE ON THE ROLES OF EDUCATORS:

Consistency: Educators must apply reinforcement and

punishment consistently to ensure that students understand
the connection between their behavior and its consequences.

Motivation: By providing an environment with clear

expectations and consistent reinforcement, teachers can
motivate students to engage in positive behaviors and achieve
academic success.
 CONTRIBUTION
TO
CONTEMPORARY
EDUCATION
1. Reinforcement in Classroom
Management
Positive Reinforcement: One of behaviorism's most notable
contributions to education is the use of positive
reinforcement to encourage desirable behaviors. Teachers
often reward students for good behavior or academic
achievements with praise, extra privileges, or tangible
rewards (e.g., stickers, points). Positive reinforcement can
increase motivation and encourage consistent
participation.
1. Reinforcement in Classroom
Management
Negative Reinforcement: This involves removing an
unpleasant consequence in response to desired behavior.
For example, a teacher might shorten homework
assignments or provide extra free time if students are
well-behaved or complete tasks early, reinforcing
desirable behavior.
.
1. Reinforcement in Classroom
Management
Token Economies: A token economy is a type of
reinforcement system where students earn "tokens" (such
as points, stars, or stickers) for exhibiting target behaviors,
which can later be exchanged for a reward. This approach
helps manage behavior and motivates students to engage
in positive actions, from following rules to improving
academic performance..
2. Behavior Modification and Classroom
Discipline
Behaviorist principles of behavior modification are commonly
applied in classroom settings to manage misbehavior. For
instance, techniques like time-out or loss of privileges
(punishment) are used to discourage unwanted behaviors, while
reinforcement strategies (such as praise or rewards) encourage
positive behaviors. By systematically applying reinforcement or
consequences, teachers can create a structured environment
that encourages students to follow classroom rules, develop self-
control, and cultivate positive habits.
3. FEEDBACK MECHANISMS
Behaviorism emphasizes the importance of timely feedback in
shaping and reinforcing behavior. In education, feedback (both
positive and corrective) helps students understand what they
are doing well and what needs improvement. Immediate
feedback, such as in response to a student's answer or during a
hands-on activity, reinforces correct responses and provides
guidance on errors, which can help students learn more
effectively and avoid repeating mistakes.
4. SCAFFOLDING AND SHAPING LEARNING
EXPERIENCES
Teachers break down complex tasks into smaller, manageable
steps, providing reinforcement at each stage to help students
build the skills and confidence to complete the task
independently. By guiding students gradually through
increasingly challenging material, teachers apply the behaviorist
concept of shaping to support student learning in areas that
require incremental skill-building, such as reading
comprehension or problem-solving.
5. ADAPTIVE LEARNING AND TECHNOLOGY INTEGRAT

Adaptive learning platforms, widely used in contemporary

classrooms, often employ behaviorist principles by providing
immediate feedback and adjusting content based on student
responses. For example, if a student struggles with a concept,
the system might repeat similar problems or give additional
practice questions. These digital tools use reinforcement
techniques to motivate students, while real-time data collection
allows teachers to monitor progress and adjust their instruction
to better meet individual needs