A Quote by B. F. Skinner
That's all teaching is; arranging contingencies which bring changes in behavior.
Related Quotes
Deep in the chaotic regime, slight changes in structure almost always cause vast changes in behavior. Complex controllable behavior seems precluded.
A self is a repertoire of behavior appropriate to a given set of contingencies.
True doctrine, understood, changes attitudes and behavior. The study of the doctrines of the gospel will improve behavior quicker than a study of behavior will improve behavior. Preoccupation with unworthy behavior can lead to unworthy behavior. That is why we stress so forcefully the study of the doctrines of the gospel.
The reason for teaching history is not that it changes society, but that it changes pupils; it changes what they see in the world, and how they see it.... To say someone has learnt history is to say something very wide ranging about the way in which he or she is likely to make sense of the world. History offers a way of seeing almost any substantive issue in human affairs, subject to certain procedures and standards, whatever feelings one may have.
A youth is capable of bringing things together and changing the direction too. They can come together and bring changes. There is no need of breaking anything, but need is to bring changes.
You don't become a new person by changing your behavior; you discover who you are in Christ and your behavior changes accordingly
The quality of light by which we scrutinize our lives has direct bearing upon the product which we live, and upon the changes which we hope to bring about through those lives.
... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.
From my first published paper in 1946, my obsession has been to objectify inner experiences, to demystify the software of human existence. How? By relating changes in external behavior, systematically and lawfully, to changes in the brain.
That's what I love about the mockumentary style, is the added thing of people knowing they are on-camera, which changes your behavior. That's why we sometimes do what we call spy shots.
Arranging is sort of the most exciting part of making music right now for me. I really enjoy the process of arranging because you're given all the time that you need to decide on every single note.
All over the world there must be far-reaching changes in animal behavior and habitat; if only one could have another life in which to chart it all... Ah, well, that's not a fruitful thing to wish, is it?
While we teach knowledge, we are losing that teaching which is the most important one for human development: the teaching which can only be given by the simple presence of a mature, loving person.
The study of doctrine and the teaching of doctrine will change behavior more than the study of behavior will change behavior.
As I've seen over and over again during my career, the best way to deter individual conduct is the threat of going to jail. That's what truly changes behavior. That's what changes the calculus as employees and executives decide whether to participate in an illegal scheme.
It has been said that the essence of teaching is causing another to know. It may similarly be said that the essence of training is causing another to do. Teaching gives knowledge. Training gives skill. Teaching fills the mind. Training shapes the habits. Teaching brings to the child that which he did not have before. Training enables a child to make use of that which is already his possession.
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