ERIC Number: ED202832
Record Type: Non-Journal
Publication Date: 1980
Reference Count: N/A
Humanism and Behaviorism in Physical Education. NEA Aspects of Learning.
Gensemer, Robert E.
This book offers analyses, applications, and a combined form of behaviorism and humanism as they relate to the teaching of physical education. The composition of the two systems is explored pragmatically, with an overall objective of assisting teachers in their endeavors to make teaching and learning more efficient, effective, and rewarding. The differences between the two philosophies are apparent: humanism assigns the responsibility for learning to the student, while behaviorism assigns the responsibility for learning to the teacher. Humanism is concerned with self-directed activity such as creativity and self-discovery. Applying humanism to a physical education course entails creating an environment of psychological, intellectual, and physical (movement) freedom. The behaviorist model of teaching represents a branch of psychology which relies on a stimulus-response view of education. The central idea of behaviorism is that behavior is affected by its consequences, and the future occurrence of behaviors is influenced by the way in which the environment (usually people) responds to those behaviors. An effective combination of both systems, which at first glance seems antithetical, would use the following steps: (1) identify specific target behaviors; (2) select the educational experiences; (3) organize the educational experiences; and (4) evaluate the effect. (FG)
Descriptors: Behavior Modification, Behavioral Objectives, Classroom Environment, Elementary Secondary Education, Humanism, Humanistic Education, Intermode Differences, Physical Education, Psychoeducational Methods, Student Responsibility, Student Teacher Relationship, Teacher Responsibility, Teaching Methods
NEA Distribution Center, Academic Building, West Haven, CT 06516 (Stock No. 1488-X-00; $7.95 each; NEA members discount available for orders over 10 copies).
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.