Learning theories influence not only instructional strategies but also teachers’ and students’ daily lives. Behaviorism and humanism are two of the many educational philosophies that have had an enormous impact on classroom instruction. Although each theory has advantages, there are drawbacks as well. This essay examines both viewpoints and considers how they might be effectively incorporated into contemporary teaching methods.
Behaviorism: Basics and Use in the Classroom
One of the most important educational theories for a long time has been behaviorism. According to Jordan and colleagues (2008), it is one of the learning theories that is most frequently used and has a solid scientific basis. The core tenet of the theory is that interactions between stimuli and responses lead to learning. The work of early theorists like Pavlov, Thorndike, Watson, Hull, and Skinner served as the foundation for this framework.
Thorndike’s trial-and-error method of learning, for example, is still applicable today. When things don’t work out as planned, students are encouraged to try new strategies and take advice to heart. When educators clearly articulate learning objectives and relate them to students’ personal experiences, they promote relevance and engagement, which is a manifestation of Pavlov’s classical conditioning, which Watson later developed. Another fundamental principle is Skinner’s operant conditioning, which is demonstrated in techniques like positive reinforcement, which involves rewarding desired behaviors with praise, tokens, or recognition.
Bates (2019) demonstrated the applicability of these behaviorist techniques in a variety of classroom contexts by looking at how they might help young students with special needs. Schunk (2013) also underlined that all behaviorist theories have the same underlying premise, regardless of how they are applied: learning is influenced by outside stimuli and perceptible reactions.
Critics have noted behaviorism’s serious shortcomings, though. Moore (2011) emphasized its propensity to ignore internal mental processes in favor of concentrating only on outwardly apparent behaviors. This worry was reaffirmed by Muhajirah (2020), who pointed out that behaviorism does not adequately take into consideration emotional states, cognitive abilities, or personal preferences. Furthermore, Jordan et al. (2008) went so far as to call the theory anti-humanistic, claiming that it disregards individual agency and personal freedom.
Behaviorism still influences my teaching methods despite these criticisms. For instance, I start the school year by introducing the “quiet bell,” which tells students to quiet down when the noise level in the classroom gets too high. Soft music acts as an auditory cue to switch between activities during learning stations. Students, particularly those making the move from kindergarten to first grade, benefit greatly from repetition and drill-based activities as they learn fundamental skills like sight word recognition.
One of the main components of my strategy is positive reinforcement. Whether it’s a pat on the back, a hug, or encouraging remarks, I try to foster a supportive and encouraging atmosphere. I do, however, purposefully stay away from conventional forms of extrinsic rewards and punishment. This supports my belief in fostering internal motivation and personal development and is consistent with the restorative practices my school has implemented.
Humanism: A Philosophy Focused on the Learner
Humanistic education places more emphasis on individual potential and personal growth than behaviorism does. This method, which has its roots in the theories of Carl Rogers and Abraham Maslow, sees education as a path to self-actualization. Johnson (2019) asserts that humanistic education promotes the intellectual, social, and emotional growth of the full person.
Self-actualization, defined as the desire to reach one’s greatest potential, is ranked highest in Maslow’s hierarchy of needs (Schunk, 2013). The “actualizing tendency,” a natural human propensity to mature and develop in satisfying ways, was first proposed by Rogers (Thorne & Sanders, 2013). According to this perspective, students are active participants in their own education rather than passive consumers of knowledge.
The humanistic viewpoint is naturally adaptable. According to Muhajirah (2020), any teaching strategy that promotes human dignity and personal development can be considered humanistic. This method fits in very well with my teaching philosophy. I make sure to design lessons that take into account each student’s particular needs, interests, and strengths. My dedication to this goal is demonstrated by my use of differentiated instruction, specialized resources, and a friendly classroom atmosphere.
Furthermore, rather than enforcing disciplinary actions when students display difficult behaviors, I try to identify the underlying cause. To make sure that interventions are kind and successful, this frequently entails working together with families and support personnel.
However, humanism is not without its detractors. An excessive focus on learner autonomy can compromise the teacher’s role as a guide and the objectives of a structured curriculum, as Jingna (2012) noted. Similarly, Copson (2016) pointed out that because humanistic educators believe that education can improve the world, they are occasionally accused of idealism. Although aspirational, these objectives may appear unrealistic in more rigorous or test-oriented learning settings.
Connecting Theory and Practice
A more responsive and balanced learning environment can be achieved by combining behaviorist and humanistic theories. Humanism adds a crucial emphasis on the welfare and personal development of students, while behaviorism offers useful resources for classroom management and the development of fundamental skills.
In the end, a thorough comprehension of educational theories—both their advantages and disadvantages—allows teachers to develop efficient teaching methods that satisfy the various needs of their students. The objective is to carefully integrate various viewpoints rather than solely embrace one theory in order to support each student in realizing their full potential.
