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Nine contributions discuss the current paradigm of behaviorism of in today's classrooms and why it must change. They explain the underpinnings of behaviorism, provide four classroom management models, and present the context in which change needs to occur. The papers derive from the 1996 and 1997 Cl
Originally published in 1988, this title explores and contrasts means and ends psychology with conventional psychology – that of stimuli and response. The author develops this comparison by exploring the general nature of psychological phenomena and clarifying many persistent doubts about psychology. She contrasts conventional psychology (stimuli and responses) involving reductionistic, organocentric, and mechanistic metatheory with alternative psychology (means and ends) that is autonomous, contextual, and evolutionary.
Introduction The Argument in Brief -- Economics Is in Scientific Trouble -- An Antique, Unethical, and Badly Measured Behaviorism Doesn't Yield Good Economic Science or Good Politics -- Economics Needs to Get Serious about Measuring the Economy -- The Number of Unmeasured "Imperfections" Is Embarrassingly Long -- Historical Economics Can Measure Them, Showing Them to Be Small -- The Worst of Orthodox Positivism Lacks Ethics and Measurement -- Neoinstitutionalism Shares in the Troubles -- Even the Best of Neoinstitutionalism Lacks Measurement -- And "Culture," or Mistaken History, Will Not Repair It -- That Is, Neoinstitutionalism, Like the Rest of Behavioral Positivism, Fails as History and as Economics -- As It Fails in Logic and in Philosophy -- Neoinstitutionalism, in Short, Is Not a Scientific Success -- Humanomics Can Save the Science -- But It's Been Hard for Positivists to Understand Humanomics -- Yet We Can Get a Humanomics -- And Although We Can't Save Private Max U -- We Can Save an Ethical Humanomics.
Rejecting behavior as the proper topic of study in psychology, Walters defines the subject matter for psychology as the human organism's interaction with the internal and external environments. In offering an overarching theoretical model based on 12 different theoretical traditions, Walters runs counter to the currently popular practice in psychology of constructing conceptual mini-models that restrict themselves to highly circumscribed areas of psychological inquiry. In Walters' view, the proliferation of mini-models has given the field a fragmented appearance. A major tenant of the overarching theoretical conceptualization presented by Walters is that people try to manage threats to their existence by either adapting to ongoing environmental change or enacting patterned interactions known as lifestyles. These lifestyles, which are comprised of specific rules, roles, rituals, and relationships, can be organized into four general families; leader, follower, rebel, and disabled. In addition to lifestyle structure, Walters examines the three factors believed to be responsible for selection of a lifestyle over adaptation and preference for one lifestyle over another: incentive or type of fear experienced, opportunity or specific learning experiences, and choice or decision making apparatus. Walters provides a novel approach to the study of psychology, outlining the structure of lifestyles and discussing the role of motivation and learning in the selection of lifestyles and people's preference for one lifestyle over another. A provocative work of particular interest to scholars, students, and professionals dealing with theories of psychology, personality, and social interaction.