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SCIENCE AND EDUCATION: AN EXAMINATI...

HABLAS, RUTH HANNA.

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SCIENCE AND EDUCATION: AN EXAMINATION OF METAPHOR IN THE WORK OF B. F. SKINNER.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	SCIENCE AND EDUCATION: AN EXAMINATION OF METAPHOR IN THE WORK OF B. F. SKINNER./
作者:	HABLAS, RUTH HANNA.
面頁冊數:	273 p.
附註:	Source: Dissertation Abstracts International, Volume: 42-05, Section: B, page: 2027.
Contained By:	Dissertation Abstracts International42-05B.
標題:	Psychology, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8117141

SCIENCE AND EDUCATION: AN EXAMINATION OF METAPHOR IN THE WORK OF B. F. SKINNER.
HABLAS, RUTH HANNA.

SCIENCE AND EDUCATION: AN EXAMINATION OF METAPHOR IN THE WORK OF B. F. SKINNER. - 273 p.

Source: Dissertation Abstracts International, Volume: 42-05, Section: B, page: 2027.

Thesis (Ph.D.)--University of Dallas, 1979.

The lore of teaching and learning, indelibly recorded by literate man, has been described traditionally in metaphorical terms. B. F. Skinner intercepts the flow of traditional speaking, insisting that the indirection of metaphorical speaking is helpless to achieve the results demanded of contemporary education. The Skinnerian critique of metaphor in relation to education focusses on whether or not such an approach issues in practical effects. Science, in Skinner's view, provides the effectiveness which metaphor lacks. It is to science, particularly to a science of behavior, therefore, that contemporary educators should turn for direction in lieu of traditional metaphors.Subjects--Topical Terms:

1018034
Psychology, General.

SCIENCE AND EDUCATION: AN EXAMINATION OF METAPHOR IN THE WORK OF B. F. SKINNER.
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502 $a Thesis (Ph.D.)--University of Dallas, 1979.
520 $a The lore of teaching and learning, indelibly recorded by literate man, has been described traditionally in metaphorical terms. B. F. Skinner intercepts the flow of traditional speaking, insisting that the indirection of metaphorical speaking is helpless to achieve the results demanded of contemporary education. The Skinnerian critique of metaphor in relation to education focusses on whether or not such an approach issues in practical effects. Science, in Skinner's view, provides the effectiveness which metaphor lacks. It is to science, particularly to a science of behavior, therefore, that contemporary educators should turn for direction in lieu of traditional metaphors.
520 $a Science is, however, but one unique way of viewing things. A shift of perspective lies hidden in the origin of modern science, a shift which is forgotten in the impact of scientific achievements. The metaphorical indirection which Skinner seeks to avoid through science reappears in a close examination of how science itself must turn away from perceptual experience before the world of science can appear. Science is metaphorical insofar as it is a way of relating to things which transforms them. At the same time, science is forgetful of the perspective it has chosen and is thus forgetful of the true nature of its endeavor.
520 $a Skinner, also, is metaphorical not simply because for him psychology is a branch of biology and thus shares in the metaphorical character of natural science but also because his own writings reveal the variety of ways in which he sees behavior and education through other dimensions of human experience. A technology of teaching, the construction of behavior, a methodology based on principles of evolution democratically applied, all these bear witness that Skinner's work is accomplished through metaphor.
520 $a Not only the thinking but also the doing of an individual or a society is revealed through metaphor, for man must participate in metaphor rather than simply contemplating it. Metaphor, like a lens, throws light not only forward on the object of scrutiny but also backward upon the eye focussed there. It is clear from the opposition to Skinnerian metaphor that he has revealed to American society a side of itself which it prefers not to know. A technological society which attempts to retain traditional metaphors while at the same time shifting its view of things to that of science, however, provokes a grave crisis in identity. Skinnerian metaphors teach contemporary man something crucial about himself, if he will but learn the lesson.
520 $a Skinner's attempt to resolve the crisis in contemporary education has therefore highlighted another crisis among men. Skinner shook the folds of traditional speaking about behavior and education and woke man to awareness of the contradiction of his view of self and world. Our view of things is inextricably related to our self awareness, for we find our place in the world through our relation to things. The more crucial problem uncovered by Skinner's work is not the learning of reading and writing but how we come to awareness of who we are and our place in the world. The metaphorical effectiveness of Skinner's contribution to American society lies precisely in this realm of the who and the how of self awareness.
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