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ERIC Number: ED081651
Record Type: RIE
Publication Date: 1973-Apr-27
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Must We Employ Behavioristic Theory to Have Students Evaluate Us as Teachers?
Helwig, Carl
The recent resurgence of judging teacher effectiveness is part of a revival of behavioristic attempts to find universal criteria empirically as the identification of the "good teacher" or "good teaching." Defenders of behaviorist psychology argue that any "educational objectives" which cannot be quantified are not "real educational objectives." Lifelong concerns cannot be perceived as objectives but as continuous processes; thus the need for their quantification becomes a near-impossibility and unnecessary enterprise. In contrast to the current model of the American teacher as boss, lecturer, intrusive conditioner, and reinforcer, under existential education thought, the teacher would be the receptive, Taoist helper in the teacher-pupil relationship, trying to provide harmony to the conflict "the Self" encounters in his human existential predicament. As long as the three orientations of logical positivism, operationalism and pragmatism continue to influence educational thought, then education has no choice but to look toward the behavioral sciences. Now, according to existentialist thought, the behavioral sciences do have an opportunity to unify subjective with objective knowledge and thus assist education in developing more profound understanding of the relation of the individual to the group. (Author/KSM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: A paper presented at the Annual Meeting of the Virginia Social Sciences Association, Blacksburg, Virginia, April, 1973