What are the link's between Thorndike's Associationist theories and the Behaviorist

theories of Skinner and others? How do Thorndike's, Skinner's, and Dewey's views of
human nature compare? Can you give a school example of both classical and operant
conditioning? Much controversy surrounded Skinner's ideas... can you imagine why?
Both Thorndike and Skinner believe in a very scientific (if you will) approach to
Psychology. As discussed in last weeks questions, Thorndike sees psychology as a
scientific process that is to be standardized and atomized. The process of education
within the realm of psychology is one that does not take under consideration the human
aspects that Dewey factors into his explanation of educational psychology, Thorndike
saw humans as just part of the equation rather than the part that solves the equation.
Skinner, also, likens man to a machine in that he disassociated the mind with behavior
and performance. As aforementioned, Dewey takes a much more humanist approach to
psychology in that he incorporates community, adaptation and personal problem solving
skills in the process of learning. We are not just parts of equations or machines, but we
learn and do by a process of adaptation and trial and error which cannot be computed
through formulaic means. Skinner and Pavlov, founders of Operant and Classical
Conditioning respectively, are behaviorists in that they believe that our behavior is
dictated by physical aspects around us rather than by our minds. In the schools we see
these types of behavior control everywhere! When the classroom is loud, the teacher
turns off the lights. The class is immediately quiet because they know if they quiet down
quickly they get points on the board, which add up to a popcorn party. Another example
is a student who gets in trouble for running in the hallway, they quickly learn that in order
to avoid trouble they must walk. Skinner is somewhat controversial due to the fact that
he feels freedom and free will are mere illusions. All of our actions are not dictated by
our own free will and desire, but by external influences. The thought that we do not
control our own actions is scary!
Many would argue that Behaviorism still dominates today's schools. Do you see evidence
of behaviorism in schools today? How about in your own classroom? Do you offer
rewards? How about punishment? Do you try to change student behavior? How? What
are the advantages and disadvantages that come from using behaviorist theory to structure
school practices and environments?
I see behaviorism in todays schools EVERYWHERE. Names on the board, reading
contestseven in games where candy is the reward behaviorism infiltrates education.
Even through my brief time student teaching, I observed teachers using candy to;
encourage students to get their work in on time, to behave when they were to be observed
by the principal and when they answered a question correctly during a review discussion.
It is amazing that we have brought this type of psychological theory into our classrooms,
for it has turned learning into something other than what it should be. We should not
have to bribe or reinforce our students to do what we want, but to motivate them to
WANT to learn, to WANT to pay attention because they WANT to listen and understand
what is being discussed. However, the success of operant and classical conditioning are
rampant in the homes of our students, so it is engrained into their minds (or actions) that
they are to be rewarded when they do things correctly. For example, parents in some

cases give allowance in exchange for doing the dishes and taking out the trash. Although
the use of behaviorist theory can prove beneficial, it is the overuse that is dangerous. It
may make a student who loves to read before reinforcement is added to only like it when
rewarded. Students will begin to learn that they get candy or privileges when they do
what they are told, so it begins to become about the reward opposed to the action in
which they were to complete. Back to the reading example, if the student who loves to
read without any external motivation, but due to intrinsic gratification, began school in a
classroom where reading a book equaled a candy bar, then they would at first think hey,
this is great, I love to read anyways and now I get candy for doing what I already
love!however with time, they become conditioned to that reward. When they get
home, they begin to read less and less due to the absence of that reinforcement. In
conclusion, conditioning is a tool that can be used effectively in the classroom setting,
however should not be relied on totally for the mere reason that it could completely do
just opposite of what the desired result is.