There is no reason we can’t move away from behaviorism other than the continued validation and promotion of non evidenced based psychological theories that lead teachers to believe behavioral compliance is the key to healthy brain development and successful learning.
Well, there, is, actually. You have to have parental cooperation.
As it stands, teachers who do not demand behavioral compliance are vulnerable to reprimands from administrative authorities because our psychological theories insist upon it. From top to bottom, behavioral compliance is the name of our psychological game.
True, but again……. administrative authorities are, in the end, government employees who (although they often forget, and it is often easy to forget) serve at the pleasure of the taxpayer.
Ultimately, to drive such a methodology change in the public schools requires those changes to be insisted upon by the parents. This was vividly illustrated in the Croxteth (England) controversy, which was participated in and written up by Dr. Phil Carspecken in his Oxford doctoral thesis (published).
Community Schooling and the Nature of Power
In 1981, Liverpool Council ordered the closure of Croxteth Comprehensive School because of falling rolls. The local…
There are many interesting conclusions one can draw from the Croxteth situation, but the most vividly illustrated are those involving the volunteers efforts to move away from a behavioral system, and the pushback (which was insurmountable under the circumstances) they experienced from both the students and the parents.
Long story short…..and in my experience……if you want to move away from an emphasis on behaviorism, it’s going to have to be done starting with K-1st grade, with parental involvement and support, and continuing throughout the student’s educational lifetime. In 12 years, you’ll have switched the model.
If you try to do a switch with kids already accustomed to the former, and/or with parents who are not on board……you’re going to get chaos.