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In the philosophy of education when it comes down to teaching as a profession, there are things teachers should take into consideration. Teaching as a profession has many codes they have to abide by inside and outside of the work place. The philosophy of education normally promotes a specific type or vision of education, and/or which examine the definition, goals and meaning of education. While you read this philosophy you will see what I have noticed or feel what teachers should do when it pertains to the student and their education. Behaviorism in the psychology sense is a movement in psychology and philosophy that emphasized the outward behavioral aspects of thought and dismissed the inward experiential, and sometimes the inner…show more content…
He feels as if people are taking behaviorism out of context. Behaviorism has had its apostles in the Enlightenment Age—Holbach, Helvétius and De la Mettrie. "Man as a Machine" is the title of a famous work belonging to that period. It remained, however, for Americans to make a clean sweep of all mind. It is in the field of education, that the show-down is to be most convincing. Watson is recognized especially for his experimental work on infants at the Phipps Psychiatric Clinic where he has demonstrated that the newborn can be credited with only three instinctive responses, namely, fear, anger and love. In other words, we are to gather, of course, that a week-old baby does not engage in money-making (although the grasping reflex is rather suspicious in this respect), in constructing things, is not even curious, etc., hence all the instincts enumerated by psychologists since James and Wundt must be the bunk. Radical behaviorism is a complete, or thoroughgoing behaviorism in that all human behavior, public and private, is explained in terms of its functional relations with environmental events. Radical behaviorism is often misrepresented in the literatures of education and psychology. Two fundamental misconceptions of radical behaviorism are that its followers (1) are logical positivists who require that a phenomenon be observed by two or more people before it qualifies for scientific analysis, and (2) either will not or cannot incorporate private events (e.g.,
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