ERIC Number: ED093795
Record Type: Non-Journal
Publication Date: 1974-Mar
Reference Count: N/A
The Conceptualization of Freedom in Psychology and Education. Final Report.
Strike, Kenneth A.
Educational reform appears to be moving in two incompatible directions, exhibiting considerable interest in increasing freedom on one hand, but on the other emphasizing the control and management of the educational environment. The purpose of this research is to examine the conceptual impact of various psychological theories, particularly behaviorist ones, on freedom ideals in education. The method of the research is conceptual impact of various psychological theories, particularly behaviorist ones, on freedom ideals in education. The method of the research is conceptual analysis, and the basic argument is as follows: (1) there is no reason to assume that freedom ideals involve any antiscientific assumptions; (2) there is a logical connection between the concepts of freedom and reasoning such that a psychology which is unable to formulate an adequate concept of reasoning will also be unable to formulate an adequate concept of freedom; (3) most standard cognitivist psychologies have the requisite theoretical concepts in order to formulate an adequate concept of reasoning, however, this is not the case for many behaviorist psychologies; and (4) consequently, consistent application of behaviorist views to education situations may be expected to undermine legitimate freedom ideals in education. Conclusions are summarized for each section of the argument. A bibliography is included. (Author/KSM)
Descriptors: Abstract Reasoning, Behavior Theories, Behavioral Science Research, Cognitive Development, Conceptual Schemes, Democratic Values, Educational Change, Educational Experience, Educational Psychology, Educational Theories, Educational Trends, Logic, Research Problems, Scientific Methodology
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: N/A