NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED198948
Record Type: RIE
Publication Date: 1980-Dec-5
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Scientific Foundation of Education.
Kamii, Constance
Education is not a respected profession because educational practice is not based on a solid body of scientific research and theory. Education is at a prescientific or early scientific stage of development. Attempts by educators to base their practice on behavioral science fail because behaviorism encompasses only a narrow segment of human learning. Counterexamples to behaviorism are abundant. Certainly, if children are to be taught to stay off the street or to memorize the multiplication tables, the behavioral perspective is appropriate. But, within the broader perspective of children's acquisition of knowledge and moral values, behaviorism is inadequate. Piaget studied these issues and concluded that rather than being learned directly by internalization, both knowledge and morality are constructed by children in interaction with their environment. Critical issues and implications are associated with the behaviorist/constructivist controversy. Behaviorism may tend to produce children who are oriented toward being governed by somebody else, whereas the constructivist approach may encourage children to become self-governing. Piaget recognized that education is and must remain an art--but also must become an art based on a vast amount of scientific knowledge. The tools needed to produce that knowledge are the contribution of Jean Piaget. (Author/RH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Autonomy (Personal); Behaviorism; Constructivism; Piagetian Theory
Note: Paper presented at a Celebration in Honor of Jean Piaget (Chicago, IL, December 5, 1980).