Behavioral approaches have predominated in education for over sixty years. Behaviorism, advanced by Skinner (1938), rests on the theory that rewards motivate effective learning and punishment deters slackers. Schools use rewards, such as good grades or passed tests, to promote successful learning.
However, behaviorist theories ignore the power and vitality within students—that is, their innate capacity to create meaning for themselves. If the goal is simply to pass the test, students look to others, such as teachers or more capable peers, to do their thinking for them. According to Caine, as long ago as 1991 we had an entire generation working for grades and tangible rewards. That has not changed in the years since Caine and Caine wrote that; it may even be worse today. Many students have become unmotivated to seek answers for themselves and therefore are deprived of the joy of personal discovery. That same loss of joy affects teachers.
Piaget (1959) believed that children even from infancy were continually engaged in making sense of things. Truly, we are more than machines responding only to “information in, information out.” Thinking educators understand that the teacher’s role is not simply to put “information in” to students. Rather, teaching is the amazing privilege of allowing learners the wonder of discovering for themselves. How can we do this when we have so much information to cover? Many educational theorists agree that the human brain is at its best when it is thinking creatively. But let’s be honest. Are we a bit afraid of creativity, preferring to stay within the dictates of the textbooks? Do you remember that dynamic unpredictability we discussed in Chapter One? Don’t we prefer the predictable, the book with the answer keys? Let’s dig a bit deeper into the knowledge dilemma. Clearly, knowledge can be acquired in different ways and for different reasons.
However, behaviorist theories ignore the power and vitality within students—that is, their innate capacity to create meaning for themselves. If the goal is simply to pass the test, students look to others, such as teachers or more capable peers, to do their thinking for them. According to Caine, as long ago as 1991 we had an entire generation working for grades and tangible rewards. That has not changed in the years since Caine and Caine wrote that; it may even be worse today. Many students have become unmotivated to seek answers for themselves and therefore are deprived of the joy of personal discovery. That same loss of joy affects teachers.
Piaget (1959) believed that children even from infancy were continually engaged in making sense of things. Truly, we are more than machines responding only to “information in, information out.” Thinking educators understand that the teacher’s role is not simply to put “information in” to students. Rather, teaching is the amazing privilege of allowing learners the wonder of discovering for themselves. How can we do this when we have so much information to cover? Many educational theorists agree that the human brain is at its best when it is thinking creatively. But let’s be honest. Are we a bit afraid of creativity, preferring to stay within the dictates of the textbooks? Do you remember that dynamic unpredictability we discussed in Chapter One? Don’t we prefer the predictable, the book with the answer keys? Let’s dig a bit deeper into the knowledge dilemma. Clearly, knowledge can be acquired in different ways and for different reasons.
