Affinities have been noted between radical behaviorism and phenomenology, hermeneutics, and poststructuralism, but this paper claims the most promising one has been neglected. Skinner’s behaviorism is best seen as elucidating that time-sense characteristic of ordinary, habitual life which Heidegger calls a “temporalizing of everydayness.” We usually live ‘from moment to moment’ as if we were ju...

My work over the past 30 years has been to take what seemed to me the best theory of human mental development –Piaget's—and try to draw its educational implications. Those implications have grown into a general educational paradigm that I have called constructivist education. Taking Piaget's epistemological and psychological theory as an example of theory inspiring educators, we can point to ma...

Abstract Lesson planning, assessment, and reflection constitute the key actions that teachers perform when students are not present in classroom (henceforth, “Type D” variable). These “pre- post-”actions most direct ways through which shape their observable teaching work as mediated by goals for teaching. representations of teachers’ epistemological commitments apropos mathematics, whether thos...

The content of this paper contains four parts. (1) First, physicalism gives the enlightenments to behaviorism: mind-body identity, objectivity like physics and completeness of reduction. (2) Secondly, there are difficulties which behaviorist could not overcome—both the reduction of the theory and the terms are unreliable, and the strict distinction between introspective method and inter-subject...

Since the first publication of this chapter in the previous edition of the Handbook, some changes have occurred in the theoretical landscape. Cognitive psychology has moved further away from its roots in information processing toward a stance that emphasizes individual and group construction of knowledge. The notion of the mind as a computer has fallen into disfavor largely due to the mechanist...