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Théories de l'apprentissage : La pensée éducative de Frederick Skinner sous une perspective scientifique
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In this book, the methodology deeply rooted in the positivism of Austrian physicist and philosopher Ernst Mach is discussed. Mach and Skinner adopted three fundamental pillars that shaped their vision of science: the biological value of knowledge, phenomenalism and functional analysis. For Skinner, science is not a contemplative quest for "truth", but a biological tool for adaptation. Knowledge is "true" insofar as it allows humans to act effectively on the world. This pragmatic vision underlies their interest in education: if we can discover the laws of behavior, we have an ethical obligation to design environments that favor learning and social well-being. In this sense, the search for order and regularity in behavior is not only an academic exercise, but also a principle of survival. On this basis, the objective of the research is to analyze the attention that the subject brings to the context. Thus, Skinner argued that the human organism is a black box in the sense that neurophysiological processes, although real, do not explain why a behavior occurs at a given moment in relation to the environment.
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Keywords
- Behaviorisme
- conditionnement opérant
- épistémologie
- Interactivite
- stimulus
- thema EDItEUR::J Society and Social Sciences
Links
DOI: 10.17613/p62cp-b3k57Editions