Approach behaviorist and humanist

The educational phenomenon is human, historical, and multidimensional. It encompasses human, technical, cognitive, emotional, sociopolitical, and cultural dimensions. Studying and understanding these educational phenomena requires multiple and convergent approaches anthropological, philosophical, sociological, economic, ideological, and psychological. Privileging one approach or another would foster a series of reductionisms, the flaw of which lies in isolating one aspect of the educational act and then discussing the object of education based on it. Through a socio-historical retrospective, we can observe the presence of some theories of knowledge that prioritized the primacy of the object (behaviorist approach) and the primacy of the subject (humanist approach). Each of these theories condenses different conceptions of humankind, society, culture, and knowledge. These different positions, in turn, can imply, from a logical point of view, different pedagogical applications. Currently, contrary to the first theories of knowledge that privileged either the primacy of the object or the primacy of the subject, it is believed that the interpretation of vital phenomena, whether biological, sociological, or psychological, must begin with the subject-environment relationship, that is, the subject-object interaction is emphasized. Let us then revisit these theories of knowledge to better understand the support philosophical and epistemological what guides to the approaches of teaching-learning, as Mizukami1 assures us, namely: traditional, cognitivist, humanist, behaviorist and socio-interactionist approach

Education theory · Phenomenon · Proposition · Educational Practices and Sociocultural Research · Neuroscience, Education and Cognitive Function · Philosophy and Education Pedagogy