Martin Heidegger by Steven Hodge

Author:Steven Hodge
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

Natural science projects the being of nature in a way that forces it to be revealed as ‘a coherence of forces calculable in advance.’ Behaviourism commits to this project, taking the ‘natural’ phenomenon of learning as its empirical focus. It is noteworthy that behaviourism is content to seek and test its laws in a variety of organisms that exhibit learning, including dogs, pigeons and rats as well as humans. Humans may be more complicated, but as part of nature they are constituted by common elements in a ‘coherence of forces’ that remains intrinsically calculable.

Behavioural learning theory thus conforms to the natural science paradigm, and because of this prior commitment, the rise of technology that puts the results of natural scientific research to work finds in the behavioural body of knowledge a ready-made source of principles. The development of ‘educational technology’ in the first half of the 20th century bears witness to the affinities between behavioural learning theory and the imperatives of enframing. In particular, those aspects of enframing concerned with specifying, developing and inventorying human resources find in the behavioural body of knowledge effective tools such as methods for coding behaviour (e.g. behavioural objectives principles) and for modifying behaviour to match specifications determined in advance (e.g. reinforcement schedules). However, the latter part of the 20th century saw some limitations of the utility of behavioural theory, particularly in regard to more subtle yet valuable capacities of human resources. Despite efforts such as those of Skinner (2011) to elaborate a comprehensive behavioural program geared to exploiting subtle capacities, other theories of learning such as cognitive theory promise to facilitate a deeper penetration of the regime of enframing into the human realm.

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