Chapter 8: Behaviorism and Behavioral Learning Theory

The age of educator accountability has powered standardized testing and student achievement to the forethought of educational discourse. During this era, many theories have evolved around educational best practices; one such theory is behaviorism. While very few other theories have responded to the urgency of proficient educational outcomes, behaviorism has enjoyed an illustrious relationship with education; in many instances it has extended and expanded to address the unique needs of the educational institution. The purpose of this section is to explore goals, assumptions and aspects of behaviorism.

The primary goal of behaviorism is to promote the scientific study of human behavior (Mills, 1998). Iversen (1992) asserts that secondary goals include designing reliable methods and valid parameters so the discipline is based on scientific reasoning with human learning as a major influence on development and behavior (Rilling, 2000). In fulfilling its goals, it was imperative that the field advance its theory, methodology, and practice. In doing so, the field (especially as it relates to education) has borne witness to two significant changes so as to reengage its connection with education. Table 8.1 outlines the development of behaviorism in education.