LOGO-L> behaviourism

[KERRB@Magill.UniSA.edu.au]

I've written an article about behaviourism in schools.
This arose from a drill and practice logo program I wrote.
There is a brief summary below and the full article is posted on 
my web site.
Its in the context of teaching quadratics but the ideas I think 
have a broader interpretation.
Feedback is most welcome.
-- Bill Kerr
http://www.senet.com.au/~kerrb
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THE PLACE OF BEHAVIOURISM IN SCHOOLS
 (for instance, in the teaching of Quadratics)
				rewritten January 1998,  Bill Kerr
Contents:-
Introduction
What is Behaviourism and what is it good for ?
Does School have a mind of its own?
Alienation and social sorting
What is real maths and deep learning? The Constructionist model
Student needs and Teacher deeds
Resolving the dilemma: the Environment Rules !
Opposites interpenetrate
References 
A note about the Disadvantaged school setting
Footnote(1) Minsky's critique of Behaviourism
Footnote(2) The utility of play
Footnote(3) Deficiencies of Logic
Footnote(4) Constructionist uses of the computer in maths
Footnote(5) Computer Aided Instruction and Disadvantaged Schools

Introduction:
During 1996 and 1997 I wrote my own Quadratics drill and practice
software in Logo to assist my teaching of the Quadratics topic to Year
10 and 11 Pure Maths classes. 

The software was very successful in helping the students learn
Quadratics (see companion article for evaluation of the software --
'Quadratics Software Evaluation')

Paradoxically, I became uneasy about the success of the software, as I
came to realise that I was using Behaviourist methods successfully. My
uneasiness came from the fact that as a Logo enthusiast I am committed
to a Constructionist educationally philosophy which is way down the
other end of the spectrum of teaching methodologies from where
Behaviourism lies. At one point I desperately thought to myself, "I have
become Skinner, is there any way out?"

My uneasiness led to further study and reflection of the nature of
behaviourism, constructionism and school -- this is the resultant
synthesis of my dilemma.

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