Freedom to Learn: A View of what Education Might Become |
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Page 34
... B. F. Skinner has provided a learning model which differentiates between " emitted responses " and " elicited responses . " Without adopting his whole learning model , we would like to use the differentiation which he makes between ...
... B. F. Skinner has provided a learning model which differentiates between " emitted responses " and " elicited responses . " Without adopting his whole learning model , we would like to use the differentiation which he makes between ...
Page 260
... B. F. Skinner of Harvard , who is one of the most con- sistent advocates of a strictly behavioristic psychology . He says , The hypothesis that man is not free is essential to the application of scientific method to the study of human ...
... B. F. Skinner of Harvard , who is one of the most con- sistent advocates of a strictly behavioristic psychology . He says , The hypothesis that man is not free is essential to the application of scientific method to the study of human ...
Page 276
... Skinner , B. F. Walden Two . New York : Macmillan , 1948 . Skinner , B. F. Science and human behavior . New York : Macmillan , 1953 . Skinner , B. F. Behaviorism at fifty . In T. W. Wann ( Ed . ) , Behaviorism and Phenomenology ...
... Skinner , B. F. Walden Two . New York : Macmillan , 1948 . Skinner , B. F. Science and human behavior . New York : Macmillan , 1953 . Skinner , B. F. Behaviorism at fifty . In T. W. Wann ( Ed . ) , Behaviorism and Phenomenology ...
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A. S. Neill able accept achieve administrators approach assumptions attitudes aware B. F. Skinner basic encounter group become believe chapter classroom client climate communication course creative curriculum described develop discussion empathic empathic understanding evaluation evidence examinations experiencing experiential learning express facilitation of learning fact faculty member feel felt FL group freedom freedom to learn give goals going grade human important individual institutional press instructor intensive group experience interest interpersonal relationships introjected involved knowledge learner live Martin Buber meaning meaningful methods Miss Shiel openness to experience organism participants person possible present problems Professor psychology psychotherapy reactions realize responses seems self-directed self-initiated sensitivity training group session simply situation statement stimulating Sylvia Ashton-Warner teacher teaching tests therapist therapy things tion trust understanding weekend wish workshop