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Journal of Education & Social Sciences - Volume 9, Issue 2 2021
By Preeta Hinduja
10.20547/jess0922109204
Keywords: Behaviorism, Education, Psychological Constructivism, Social Constructivism, Teacher educators, Educational Reforms.
This paper critically examine behaviorism, a dominant philosophical orientation in existing mainstream educational institutions of Pakistan. It begins with the evolution of behaviorist paradigm and its adaptation in educational set-up. Then, discuss on the elements of behaviorism and its scope in teaching methodologies, acquisition of skills, and life-long learning processes. Then, the paper presents salient features of philosophical underpinning of constructivist paradigm (Psychological constructivism and Social constructivism) its implication in education, teaching, learning, assessment and curriculum design. While comparing both paradigms, the paper discusses how constructivism surpasses in episteme and, may help teachers to introduce new knowledge, on the basis on learners' prior knowledge and beliefs. With this, the paper concludes with the challenges in the way of paradigm shift and recommends both educators and teacher educators to take-up these challenges for initiating reforms in education.
Submission Date: 16 Aug, 2021 Reviews Completed: 23 Nov, 2021Acceptance Date: 17 Dec, 2021 Publication Date: 22 Dec, 2021