Thesis Proposal for Methodological Vs Logical Behaviorism
Proposal:
What does it mean to shape a students mind? Methodological Behaviorism vs.
Logical Behaviorism.
1. Objectives or purposes:
Ones views on the “theory of mind” may affect teachers assumptions on how students learn. Therefore, this will correlate with the methodologies teachers use in the classroom, and their approach to teaching. Surveys of educators as well as additional research, support the argument that the methodological view is a vastly superior approach to teaching, because it addresses both the brain and the mind. Following this methodology allows for the recognition of the variances in student learning, as well as how a teacher will differentiate instruction to fit the needs of all children.
2. Perspective(s) or theoretical framework:
Methodological behaviorism, is a psychology of the mind which dictates that human behavior is based on thoughts, sensory experiences, inner drives and inner conflict etc. Logical behaviorism is a psychology of the mind that ignores mentalistic terms, sensory experiences, and has a rigid belief that a certain, “action will have a very specific reaction.” Reactions and behaviors to certain stimulus therefore, are universal not specific. In education, logical behaviorism cannot be used as a theory that can be applied to teaching pedagogy, because it leaves no error for any kind of outside influences on the learning process, i.e. brain abnormalities, behavioral issues, learning disorders etc.
3. Methods, techniques, or modes of inquiry: Philosophical analysis of both logical and methodological behaviorism, as well as “theories of the mind,” will guide construction of the paper. Additionally, research on the aforementioned behaviors applied to education, as well as my empirical study on what, “shaping a childs mind,” really means to teacher‘s and how it affects their teaching methods will also support the arguments in my thesis.
Finally, I hope to address how these beliefs apply to the use of differentiated instruction, “which is teaching with student variance in mind. It means starting where the kids are rather than adopting a standardized approach to teaching that seems to presume that all learners of a given age or grade are essentially alike. Thus differentiated instruction is “responsive” teaching rather than “one-size-fits-all” teaching” (Bridgew.edu).
4. Data sources or evidence: The “theory of mind development is the area of cognitive development that investigates the nature and development of our understanding of the mental world, the inner world inhabited by beliefs, desires, emotions, thoughts, perceptions, intentions, and other mental states” (Flavell, 2004). Based on this theory, logical behaviorism