B.F. Skinner’s comments on free will reflect his belief in determinism, where human behavior is shaped entirely by environmental factors and reinforcement, dismissing the concept of intrinsic motivation as an illusion. According to Skinner, individuals’ actions are conditioned responses to external stimuli rather than the result of autonomous decision-making. This perspective redefines traditional ideas of personal agency, raising important questions about ethics, accountability, and the role of external influences in shaping behavior. In the behaviorist scheme, teachers play a pivotal role as facilitators of learning by structuring environments that encourage desired behaviors through positive reinforcement and discourage undesired ones through consequences. They focus on observable outcomes, using strategies like repetition, practice, and feedback to achieve specific learning goals.

The debate between nature and nurture leans heavily toward nurture in behaviorism, emphasizing the environmental factors that shape behavior while downplaying biological or genetic influences. Intelligence tests, often used to assess cognitive abilities and guide educational decisions, have both benefits and risks. While they can help identify strengths, weaknesses, and learning needs, their misuse can lead to labeling, limiting opportunities, and perpetuating inequalities. Poor test results may demotivate students or unfairly restrict their access to resources, creating long-term disadvantages. To avoid these pitfalls, intelligence tests must be applied with an understanding of individual, cultural, and socioeconomic contexts, ensuring they support rather than hinder educational equity.

• Hanum Nastain

1. I think what I understand about Skinner’s comments that humans’ free will is non-existent can be rephrased to ‘our free will is not a pure one as it may have been influenced by our surrounding situations.’

2. What is the role of the teacher in the behaviorist scheme? Nature or nurture?
In this behaviorism perspective, the role of teachers is to nurture or craft a learning experience using different kinds of methods, tools, rewards and consequences that might grow students’ motivation to learn further.
In my opinion, this scheme works wonders especially to learners who have limited intrinsic motivation or simply do not know where/how to start learning.
By creating learning experiences that introduce them to different kinds of contexts in real life situations, students can also develop their critical thinking and as a result, form their own thoughts that can be rephrased to ‘free will’ itself.

• Elisa Effendy

Respond to one of the notions introduced by foundational exponents of educational psychology. What do you make of Skinner's comments about free will? What is the role of the teacher in the behaviorist scheme? Nature or nurture?

Skinner's perspective on free will is one of the more provocative notions in educational psychology. As a central figure in behaviorism, Skinner suggested that free will is essentially an illusion, contending that our actions are shaped primarily by environmental stimuli and reinforcements. This perspective shifts the concept of human agency, challenging the traditional view that we act independently of environmental influences. Instead, Skinner saw behavior as a product of conditioning and reinforcement, which has profound implications for education.

In the behaviorist scheme, the role of the teacher becomes one of an environmental architect. Teachers, in Skinner's view, design and structure the classroom environment to elicit desired behaviors and minimize undesired ones. The behaviorist approach emphasizes conditioning and reinforcement, so teachers employ techniques like positive reinforcement to encourage desirable behaviors and discourage disruptive ones. This also implies a significant level of control and responsibility on the part of the teacher, as they are tasked with carefully managing and observing student responses to shape behavior effectively.

The nature versus nurture debate in Skinner's framework leans heavily toward nurture. Skinner argued that behavior is primarily learned from the environment rather than inherited. While he didn't completely disregard the influence of biology, he saw the environment as far more influential in determining behavior, learning, and personality development. Consequently, education, from a Skinnerian perspective, is about crafting an environment that promotes optimal learning and behavior, reinforcing the notion that behavior can be shaped through structured intervention and teaching practices.

In sum, Skinner’s dismissal of free will brings to light the powerful role environmental factors play in shaping behavior and learning. Teachers, as architects of learning environments, bear the responsibility of fostering growth by consistently and thoughtfully applying reinforcement principles. The focus on nurture in this approach underscores a belief in the potential for change and adaptability through carefully curated educational experiences.

• Dr. Monika Sindhu

B.F. Skinner's comments on free will, particularly his argument that behavior is largely a product of conditioning rather than autonomous choice, offer a challenging yet practical perspective in educational psychology. He suggested that free will is an illusion, with most of our actions shaped by reinforcements and environmental conditioning. While this view can feel restrictive, it sheds light on the educator's role in shaping a student's learning environment—essentially becoming an architect of positive and negative reinforcements that guide student behavior and learning outcomes.

In the behaviorist model, the teacher is not merely a facilitator but a purposeful guide, meticulously structuring the environment to reinforce desirable behaviors. This approach aligns well with structured learning goals, where behaviors are broken down into small, measurable tasks. By positively reinforcing incremental achievements, teachers can scaffold complex skills through simpler ones. However, one challenge of this role is balancing reinforcement with fostering intrinsic motivation, as extrinsic rewards can sometimes overshadow a student's inner drive to learn.

As for nature vs. nurture, behaviorism skews heavily toward nurture, placing primary importance on environmental factors in shaping behavior. Skinner and other behaviorists believed that, given the right conditions, almost any behavior could be taught or altered, downplaying the role of innate abilities. While this opens up a hopeful view of education as an equalizer, it may neglect individual differences that stem from genetic and cognitive factors.

Finally, intelligence tests serve as both a diagnostic tool and a potential danger. They can offer educators a clearer understanding of a student’s strengths and areas needing support, allowing for tailored instruction. However, over-reliance on such tests risks labeling and limiting students, especially when tests are treated as definitive assessments of potential rather than a snapshot of current ability.

• Dr. Monika Sindhu

B.F. Skinner’s, also known as the “Father of Operant Conditioning” strongly believes in a hard determinism level, concepts about “free will” and motivation are dismissed as illusions in which disguise as the real causes of human behavior. Behaviorism is a theory of learning behaviors that acquired through conditioning which occurs in interaction with the environment. Skinner asserts that in the nature of an experimental analysis of human behavior that the functions previously assigned to autonomous should be strip away and to the controlling environment it should be transfer one by one.
Intelligence test is the series of tasks about the capacity to measure the designed abstractions, to learn, and to deal with novel situations. It may be dangerous and unfair when student “fail” these tests it can mean they receive a worse secondary education than their more successful peers which may cause disadvantage to the students.

• Alma Agdoro

In the behaviorist framework, the teacher's role is to reinforce positive behavior and discourage negative behavior through methods such as rewards and consequences. Behaviorism aligns with nurture as it emphasizes the role of the environment in shaping behavior, rather than biological predispositions. Intelligence tests can help identify students' strengths and weaknesses but risk reinforcing biases if used improperly

• Shweta Tiwari

@Shweta Tiwari Skinner's perspective on free will is a central tenet of behaviorism, emphasizing that human behavior is largely shaped by environmental factors rather than individual choice. He argued that the concept of free will is an illusion, as actions are responses to stimuli shaped by conditioning. This view can be quite controversial, as it raises questions about accountability and autonomy. However, it highlights the significant influence of external factors on behavior, suggesting that understanding these influences can lead to better outcomes in education and behavior modification.

In the behaviorist framework, the role of the teacher is primarily that of a facilitator of learning through reinforcement and structured environments. Teachers are seen as guides who can manipulate the learning environment to promote desired behaviors in students. This approach emphasizes observable behavior and the importance of reinforcement in shaping student responses, suggesting that effective teaching strategies are grounded in behavioral principles.

The debate between nature and nurture is ongoing, with behaviorism typically aligning more with the nurture side. Skinner and other behaviorists assert that behavior is learned through interaction with the environment, downplaying the role of innate characteristics. This perspective posits that educational interventions can effectively alter behavior, reinforcing the idea that teaching and learning can be designed to shape positive outcomes.

Regarding intelligence tests, their uses and dangers are notable. On one hand, intelligence tests can provide valuable insights into a student's learning potential, guiding educational strategies and identifying areas where support is needed. They can also help in diagnosing learning disabilities or exceptional talents. However, these tests come with dangers, including potential biases in test design and interpretation that can perpetuate stereotypes and inequalities. Overreliance on standardized testing can lead to a narrow understanding of intelligence, overlooking diverse talents and intelligences that are not easily quantified.

In summary, Skinner's view on free will underscores the importance of environmental influences in education, positioning teachers as critical agents in shaping behavior. The interplay between nature and nurture continues to be a vital discussion in understanding human development, while intelligence tests must be approached cautiously, balancing their utility with an awareness of their limitations.

• Dr. Monika Sindhu

Skinner's views on free will argue that behavior is a result of conditioning and environmental factors rather than individual choice (Skinner, 1971). In the behaviorist framework, the teacher's role is to reinforce positive behavior and discourage negative behavior through methods such as rewards and consequences. Behaviorism aligns with nurture as it emphasizes the role of the environment in shaping behavior, rather than biological predispositions. Intelligence tests can help identify students' strengths and weaknesses but risk reinforcing biases if used improperly. When overemphasized, these tests may limit a student's potential by overlooking their broader capabilities (Gould, 1996).

Example: A teacher might use a token system to reward students for completing assignments while using intelligence tests to tailor additional support, being cautious not to let those scores confine students' learning paths.

References:
- Skinner, B. F. (1971). *Beyond Freedom and Dignity*. Knopf.
- Gould, S. J. (1996). *The Mismeasure of Man*. W.W. Norton & Company.

• Renea Lynette Quiñones

One key concept of behaviorism is operant conditioning, which involves learning through rewards and punishments to increase or decrease certain behaviors. B.F. Skinner popularized this idea, explaining that behaviors followed by positive reinforcement (e.g., praise or rewards) are more likely to be repeated, while behaviors followed by negative reinforcement or punishment are less likely to occur.

Example of Operant Conditioning: In a classroom, a teacher might use a sticker reward system where students earn stickers for completing their homework on time. Once they collect a certain number of stickers, they receive a prize, such as extra playtime. This positive reinforcement encourages students to consistently complete their assignments.

On the other hand, analyzing an intelligence test, such as the Wechsler Intelligence Scale for Children (WISC), reveals that it assesses different aspects of intelligence, including verbal comprehension, working memory, and processing speed. The test is commonly used to identify cognitive strengths and weaknesses in children. However, its limitations include a potential cultural bias, as some test items may favor children from certain backgrounds. Additionally, intelligence tests often fail to capture other forms of intelligence, such as creative or emotional intelligence, leading to an incomplete picture of a child's capabilities.

• Renea Lynette Quiñones

Skinner's views on free will argue that behavior is a result of conditioning and environmental factors rather than individual choice (Skinner, 1971). In the behaviorist framework, the teacher's role is to reinforce positive behavior and discourage negative behavior through methods such as rewards and consequences. Behaviorism aligns with nurture as it emphasizes the role of the environment in shaping behavior, rather than biological predispositions. Intelligence tests can help identify students' strengths and weaknesses but risk reinforcing biases if used improperly. When overemphasized, these tests may limit a student's potential by overlooking their broader capabilities (Gould, 1996).

Example: A teacher might use a token system to reward students for completing assignments while using intelligence tests to tailor additional support, being cautious not to let those scores confine students' learning paths.

References:
- Skinner, B. F. (1971). *Beyond Freedom and Dignity*. Knopf.
- Gould, S. J. (1996). *The Mismeasure of Man*. W.W. Norton & Company.

• Renea Lynette Quiñones

@ Renea Lynette Quinones

B.F. Skinner, a foundational figure in behaviorism, famously argued that free will is an illusion and that human behavior is determined by environmental factors and reinforcement. According to Skinner, our actions are not freely chosen but shaped by a history of rewards and punishments. While this view has been criticized for undermining personal agency, I find his perspective insightful in understanding how behavior can be modified through controlled learning environments. In education, recognizing the power of reinforcement helps teachers shape desirable behaviors in students. For instance, using positive reinforcement, such as praise or rewards for good performance, can motivate students to engage more in learning, reinforcing the idea that external factors play a key role in behavior formation.

In the behaviorist scheme, the role of the teacher is to be a facilitator who controls the learning environment to ensure that desired behaviors and outcomes are achieved. Teachers are responsible for reinforcing positive behaviors and discouraging negative ones, creating a structured learning space where students can thrive through repetition and reinforcement. This approach leans heavily toward nurture rather than nature, emphasizing the importance of environmental influences in shaping a student’s behavior and learning. However, this raises concerns about the over-reliance on standardized assessments, such as intelligence tests, which can label students and limit their potential. While these tests can be useful for identifying learning needs, they also carry dangers of reinforcing biases or reducing students' abilities to a fixed score, thus ignoring the complex and dynamic nature of intelligence.

• John Christian Acuido

Skinner's views on free will argue that behavior is a result of conditioning and environmental factors rather than individual choice (Skinner, 1971). In the behaviorist framework, the teacher's role is to reinforce positive behavior and discourage negative behavior through methods such as rewards and consequences. Behaviorism aligns with nurture as it emphasizes the role of the environment in shaping behavior, rather than biological predispositions. Intelligence tests can help identify students' strengths and weaknesses but risk reinforcing biases if used improperly. When overemphasized, these tests may limit a student's potential by overlooking their broader capabilities (Gould, 1996).

Example: A teacher might use a token system to reward students for completing assignments while using intelligence tests to tailor additional support, being cautious not to let those scores confine students' learning paths.

References:
- Skinner, B. F. (1971). *Beyond Freedom and Dignity*. Knopf.
- Gould, S. J. (1996). *The Mismeasure of Man*. W.W. Norton & Company.

• Renea Lynette Quiñones

Skinner's views on free will argue that behavior is a result of conditioning and environmental factors rather than individual choice (Skinner, 1971). In the behaviorist framework, the teacher's role is to reinforce positive behavior and discourage negative behavior through methods such as rewards and consequences. Behaviorism aligns with nurture as it emphasizes the role of the environment in shaping behavior, rather than biological predispositions. Intelligence tests can help identify students' strengths and weaknesses but risk reinforcing biases if used improperly. When overemphasized, these tests may limit a student's potential by overlooking their broader capabilities (Gould, 1996).

Example: A teacher might use a token system to reward students for completing assignments while using intelligence tests to tailor additional support, being cautious not to let those scores confine students' learning paths.

References:
- Skinner, B. F. (1971). *Beyond Freedom and Dignity*. Knopf.
- Gould, S. J. (1996). *The Mismeasure of Man*. W.W. Norton & Company.

• Renea Lynette Quiñones