Skinner's and Piaget's Philosophies - Research Paper Example

Running head: Educational Research Educational Research Paper (school) Educational Research Paper Introduction Education has based itsprocess on the teachings of various philosophers that have come before as well as the ideas of theorists and practitioners in the field. For many years, philosophers have discussed the basis of human knowledge, and these questions, and a thousand other queries have impacted on many educators. Educators must have a stance on these queries before they can decide what and how students can be taught, how philosophies influence teaching styles, and how these impact the curriculum and develop instructional strategies. This paper will discuss Skinner’s and Piaget’s philosophies and provide a detailed summary of each, as well as compare and contrast these philosophies. It shall also describe and discuss my philosophy of education and justify the elements of my philosophy with evidence from research and expert opinion. And, it will also provide examples of how my philosophy is demonstrated in my daily teaching and interaction with students. Body Skinner B.F. Skinner emphasizes on the use of rewards in the classroom (Tayo, 2001). Skinner was born in 1904 in Pennsylvania, living his elementary and secondary education there. He described his childhood to be warm and stable and he liked being a student and was interested in building wagons, rafts, and model airplanes (Tayo, 2011). His theories came from his observation of animals and their behavior. He devoted time to training pigeons and eventually taught them to perform amusing and amazing feats (Tayo, 2001). He graduated with a degree in English and his literary assessments led him to the works of John Watson and Ivan Pavlov. He later took post-graduate studies in psychology which led him to his studies on rats and their adaptive behavior. His studies and experiments would later lead him to his ideas on education and on learning. First, Skinner assumes that the universe functions in mechanistic terms, and that the scheme of things is generally orderly, regular, and predictable. He also believes that the only objective foundation in assessing cultural practices is their survival value in their culture (Tayo, 2001). He also does not agree to metaphysical dualism because it cannot be observed. Skinner also believed that man is malleable and in order to promote behavior which is advantageous, behavioral engineering must be implemented. He also describes humans as similar to other organisms, which is like a complex machine or a more developed version of lower animals (Skinner, 2002). He does not agree with the inner mental products of behavior because desires, decisions, and inherited tendencies do not have anything to do with impacting on behavior because they cannot be observed and they also have no explanatory value. He therefore does not agree with the traditional views of autonomous man having capacity for internal drives and forces, including perceiving and aggression (Tayo, 2001). Skinner believes that animal and human behaviors are caused by environmental variables and people’s behavior is the product of their environmental history. He gave less focus on the genetic predeterminations of individuals and considered these behaviors to be products of future reinforcement. Skinner’s operant conditioning is therefore based on the fact that learning can work best when rewards are provided after an organism comes up with the desired response (Tayo, 2001). And then, as such favorable response is reinforced, the possibility of such response manifesting again will then be subsequently seen in the presence of similar stimuli. Learning is seen when the behavioral changes are seen with each favorable response (Tayo, 2001). Piaget Jean Piaget was another influential researcher and philosopher in the field of developmental psychology. He originally immersed himself in the field of biology and philosophy, qualifying himself as a genetic epistemologist (Hutt and Hummel, 2003). He was mostly concerned with the biological influences and in his beliefs that abstract reasoning distinguishes man from animals. His theories are likened to Lev Vygotsky who was very much involved in social interactions as sources of behavior (Hutt and Hummel, 2003). Piaget’s work in the Binet IQ test laboratory in Paris led to his interest in children and how they think. He noted how children often answered questions qualitatively different from older children. This led him to the conclusion that younger children thought differently from their older counterparts. Being a biologist, Piaget became interested in organisms and how they adapted to the environment. Behavior is controlled by mental processes or schemes which individuals use to designate action (Vidal, 1994). Such an adaptation is prompted by biological considerations to attain balance between schemes and the environment. Piaget suggested that babies are born with schemes already functioning at birth – these he called reflexes. Among animals, these reflexes manage behavior all throughout a person’s life. Among humans, as babies utilize these reflexes to adjust to the environment, these reflexes are replaced with constructed schemes (Hutt and Hummel, 2003). Piaget also considers two processes which assist in a person’s ability to adapt – assimilation and accommodation. These processes are available all throughout life because individuals adapt to the environment in complex manners (Hutt and Hummel, 2003). Piaget describes assimilation being the process of utilizing or changing the environment in order to place them in preexisting cognitive areas. Accommodation on the other hand refers to the process of transforming cognitive structures in order to receive something from the environment (Piaget, 2004). These processes are used together and alternately in a person’s life. Piaget’s cognitive development features several stages. The first is the sensorimotor stage (infancy) where intelligence is seen through motor activity without using symbols (Hutt and Hummel, 2003). Knowledge is limited because of its basis on physical experiences. Through physical development, a child develops his intellectual abilities. In the pre-operational stage (toddler), intelligence is seen through symbols and the language of the child matures, his memory and imagination develops but his thoughts are often illogical. The concrete operational stage follows (elementary and early adolescence) with intelligence seen through logical and systematic manipulation of symbols in relation to concrete tools (Hutt and Hummel, 2003). Operational thinking also manifests at this stage. Finally, the formal operational stage (adolescence and adulthood) is seen when the intelligence is manifested through the logical use of symbols in relation to abstract concepts (Hutt and Hummel, 2003). Piaget and Skinner Skinner’s views on education and on teaching are based on the rewards system, while Piaget’s theories are based on stages in the cognitive development. Skinner believes that the more that students are rewarded immediately for their positive reactions, the greater the likelihood that they would learn (Bjork, 1997). Piaget’s ideas are based on stages of human development, and that each person undergoes various stages of cognitive development and that the learning and teaching process must be based on how each stage unfolds. Both philosophers however believed that there is no necessary demarcation between what is happening inside and what is going on outside a person’s skin (Hutcheon, 1980). Moreover, the two philosophers also grounded their theory in evolutionary theory and they have both interdisciplinary in scope and in methodology. These theorists are scientific in approach and their hypotheses are based on empirical evidence. They saw learning as cover or overt and they believed it as dependent on individual and environment interaction (Hutcheon, 1980). Both philosophers were also pioneers in system theories as they assumed feedback processes where changes result from individual operations on the environment. Personal philosophy of education My philosophy of education is for all teachers to practice inclusion and to allow students their own outlet their own outlet for learning. Not all students learn the same way and it is the teacher’s job to ensure that no child is left behind in terms of learning. All children deserve respect and must be made part of the learning process, and not to be bystanders in their learning. This type of education pays much attention to the different groups within the school system, including girls and boys, minority ethnic and faith groups, children who have English as a secondary language, children with special education needs, talented and gifted children, and any other children who have a risk of being excluded in the educational system. My inclusion philosophy would set adequate learning challenges for the students. They would also respond to the different and diverse learning needs of the students. My educational system would also seek to overcome barriers of learning and assessment among individuals and groups of students. The educational system would therefore be based on the National Curriculum as well as other curricular needs for the students. My inclusion policy would ensure that the students would feel secure in the learning system and that their contributions to the class are valued and given importance. They also appreciate and value the differences they see in others and they also take responsibility for their own actions. They are also taught in groups which allow them to experience much success. They also utilize materials which express a wide range or social and cultural backgrounds, without any stereotyping involved. Inclusion as illustrated above is a favorable philosophy to be applied in the educational system because it embraces all individuals regardless of their differences (Daniel and King, 1997). These differences may refer to social, economic, racial, or even religious disparities. The goal of inclusion is to include and encompass all individuals in the community’s economic and cultural activities (Reading Borough Council, n.d). Inclusion is also very much supported by universal human rights, and it is reflected by economic realism. Placing limits on opportunities cause parts of the community from being includes and their limited participation in these opportunities can cause them to gravitate towards the outer fringes of society where they cannot positively contribute to society in general. Inclusion also merges diversity and valued talents and abilities within a group and within society, affecting all elements of public life in all levels of government (Reading Borough Council, n.d). Educational inclusion as manifested above is an important educational tool because it presents important opportunities for all children and for all members of the community (Sayed, 2005). Firstly, inclusion exemplifies free treatment within a community with equal access and opportunities. Inclusion promotes equality in opportunity, regardless of the differences of the learners, the schools, or the learning environments (Reading Borough Council, n.d). Secondly, inclusion in the educational system provides an opportunity for the system to distance itself from segregating children and young learners in special schools based on their additional needs or their disabilities. Inclusion focuses on allowing these children to be taught under mainstream education but with variations in emphasis and focus (Reading Borough Council, n.d). Educational inclusion is important in the system because with the right support, all learners, regardless of their differences in learning ability and demographics can learn quickly and successfully. With more inclusive practices, improved standards in teaching and learning for all students can be achieved. Schools can therefore be inclusive and they can also achieve good results in the academic setting. Such inclusive practice then helps promote and improve the learning process. Including young learners with special and additional needs in the mainstream schools with their contemporaries can give them opportunities to participate in the school and in the community (Reading Borough Council, n.d). Changes for each student can be made based on his individual circumstance, but his general learning can still be included in the mainstream school system. Nevertheless it is still important for the learners and for the teachers to note that “inclusion is a major contributor to tackling discrimination, promoting democracy, and embracing the concept of equality of opportunity for all children and young people” (Reading Borough Council, n.d, p. 8). And in order to ensure that an inclusive educational system is made available to the students with varying needs, there must be continuous and evolving provisions which would meet the different needs and expectations of parents and the young learners. In effect, changes will have to be guided by the best practice, and although some of these changes have to be implemented swiftly, they need training and support tools (Reading Borough Council, n.d). It is crucial to build on the favorable practice which is seen in the schools and learning environments. There is a need to continue and maintain an inclusive system which would protect the choices of the students based on their preferences. By highlighting the outreach function of special schools, there is a need to focus on expertise and resources in the inclusive options within the mainstream schools (Reading Borough Council, n.d). Much support and training is needed for staff in order to successfully implement such an inclusive system. An inclusive system would address the needs of the children within local communities, helping these children thrive within their communities with the assistance of their peers and family members. Goals in the inclusion system would ensure that all learners are given the best standards of learning. Support for schools applying inclusive programs is important also in order to ensure that all students experience the sense of belonging within their schools and among their peers. Specialists are part of this inclusive system and schools which ensure a broad and inclusive curriculum assist in ensuring that the young learners with peculiar needs would be brought within the system. Genuine dialogues are part of this inclusive system and such dialogue also includes parents and their children. This makes them feel consulted and confident about the teachings they are being given. Early intervention is part of the inclusion process and it ultimately helps ensure that the young learner’s needs are recognized at the earliest time possible. This inclusion system is one where the learner feels safe, settled, accepted, and valued regardless of his needs, qualities, beliefs, faith, and even his disabilities. Conclusion Based on the above discussion, theorists Skinner and Piaget set forth their ideas on firm principles. Skinner highlights the importance of a rewards system in the schools and Piaget focuses on the achievement of landmarks of learning and development for all learners. My theories of learning and education is based on inclusion – on the importance of making each student feel included and feel part of the system, regardless of his beliefs, his culture, his gender, or even his capacity to learn. Each child is different and in order for all these students to be included in the system, the necessary adjustments in the learning process have to be made by teachers and by the parents. Works Cited Bjork, D. (1997). B.F. Skinner: a life. New York: American Psychological Association. Daniel, L. & King, D. (1997). Impact of inclusion education on academic achievement, student behavior, and self-esteem and parental attitudes. Journal of Education Research, volume 91: pp. 67–88. Erkilic, T. (2008). Importance of educational philosophy in teacher training for educational sustainable development. Middle-east Journal of Scientific Research, volume 3(1), pp. 1-8. Huitt, W., & Hummel, J. (2003). Piagets theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 12 October from http://www.edpsycinteractive.org/topics/cogsys/piaget.html Hutcheon, Duffy. (1980). Seeking Common Ground: Piaget and Skinner on the Nature of Learning. Retrieved 12 October 2011 from http://humanists.net/pdhutcheon/Papers%20and%20Presentations/Seeking%20Common%20Ground.htm Reading Borough Council. (n.d). Promoting inclusive education in reading schools. Retrieved 12 October 2011 from http://ww2.reading.gov.uk/documents/education/SEN/Education%20Inclusion%20Policy.pdf Sayed, Y. (2005). Decentralisation and the construction of inclusion education policy in South Africa. Compare, volume 35(2), pp. 115-125(11). Skinner, B. (2002). Beyond freedom and dignity. New York: Hackett Publishing. Tayo, A. (2001). BF Skinner’s Theory and education: A Christian critique. Institute for Christian Teaching. Babcock University. Retrieved 12 October 2011 from http://www.aiias.edu/ict/vol_28/28cc_441-460.htm Vidal, F. (1994). Piaget before Piaget. Boston; Harvard University Press. Read More