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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Abstract

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:	https://doi.org/10.1023/A:1023833619332
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
URI:	Publisher
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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