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    Educating the whole child: Implications of behaviorism as a science of meaning

    Strand, Paul and Barnes-Holmes, Yvonne and Barnes-Holmes, Dermot (2003) Educating the whole child: Implications of behaviorism as a science of meaning. Journal of Behavioral Education, 12 (2). pp. 105-117. ISSN 1053-0819

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    New conceptions of what constitutes meaning for the organism have recently arisen within the behavioral tradition. These conceptions are a function of reformulations of traditional topics such as reinforcement and verbal behavior. This paper will review these reformulations and discuss their implications for education. It is argued that teachers are in need of a more comprehensive framework for understanding human behavior than the technique-based behaviorism to which they are frequently exposed. The present paper suggests that advances in our understanding of choice behavior and verbal behavior put us within reach of a comprehensive framework for making sense of the interconnectedness of social, self, and academic development.

    Item Type: Article
    Keywords: matching law; Relational Frame Theory; choice; verbal behavior; education;
    Academic Unit: Faculty of Science and Engineering > Psychology
    Item ID: 14823
    Identification Number:
    Depositing User: Prof. Dermot Barnes-Holmes
    Date Deposited: 14 Sep 2021 16:22
    Journal or Publication Title: Journal of Behavioral Education
    Publisher: Springer US
    Refereed: Yes
    Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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