Behavioral & Wholistic Approaches to Education

The purpose of this paper is to compare and contrast the Behavioral and Wholistic approaches to education. To this end, the paper first defines and discusses research on the Behavioral approach. This is followed by a definition and discussion of research on the Wholistic approach. Finally, conclusions regarding a comparison of the two approaches are formulated and presented.

The Behavioral Approach: Definition and Research

The Behavioral approach to education is an outgrowth of Behavior Theory (Sometimes termed "Learning Theory."). According to Pervin (1980), Behavior Theory holds that human behavior is shaped by a manipulation of environmental or external rewards and punishments. As originally conceived by B.F. Skinner (1953), the behavioral approach to learning was termed "operant conditioning," and postulated that the characteristics of a human response was shaped by its consequences which either positively reinforced the behavior thereby leading to its continuance, or negatively reinforced the behavior thereby leading to its extinguishment. In this early version of the Behavioral Approach, the learner's role was passive. As Skinner (1953) put it:

Operant conditioning shapes behavior as a sculptor shapes a lump of clay. Although at some point the sculptor seems to have produced an entirely novel object, we can always follow the process back to the original undifferentiated lump. . .(p.91)

In its more current form, the behavioral approach has assig

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of the wholistic approach in education was studied by Maycock (1988). In particular, Maycock examined whether a systematic program of training could be used to improve students' intuitive abilities. The authors predicted that a mental training program developed to enhance right-brain abilities such as intuition would evidence an increase in intuition. Two groups of students served as subjects in the study: (1) an experimental group of 30 college students exposed to the 30 hour intuition building course; and (2) a control group of 30 college students who were not exposed to the course. The course itself was developed using Silva mind control techniques such as relaxation, imagery, and visualization. All subjects in Maycock's study were required to complete several instruments: (1) the HCP-Profile test which measured their degree of right/left brain orientation; (2) the HCP-PSI test which assessed subjects' attitudes toward the general subject of intuition; and (3) the Intuitive Potentials Test which measured intuitive potential. Both groups of subjects were pre- and posttested. Findings in Maycock's study revealed no pretest differences between the two subject groups. However, posttest data indicated that the experimental

Category: Psychology - B