IMPLICACIONES DEL USO DEL SIP
EN UNA COMUNIDAD WALDEN DOS
FALTA TRADUCIR AL ESPANOL
Over the past 20 years, experimental research conducted on the use of PSI supplies us with an enormous amount of evidence on its effectiveness in small single classrooms and entire academic departments and institutions (Ruskin, 1977). Then, why is this instructional method not used in more schools? The answer is related to the contingencies prevailing in the society where PSI is being implemented. Dr. Fred Keller has already made an analysis of these contingencies (Keller, 1985). The contingencies of reinforcement prevailing in a Walden Two society are not incompatible with an educational system such as PSI. After using it for two years, at Los Horcones, we can say that the benefits derived from PSI are maximized when it is used in a non-institutional, non-competitive, egalitarian and self-sufficient society, such as Walden Two.
PSI HAS THE SAME PHILOSOPHICAL FOUNDATIONS AS WALDEN TWO
PSI, as a method based on learning theory, has, as its fundamental logical premise, the concept that the environment can be arranged in such a manner as to obtain effective learning without dependence on aversive controls. The design of a Walden Two society emerges from this same basic assumption.
IT IS A POSITIVE SYSTEM
With PSI, learning occurs in a positive atmosphere, by arranging reinforcing contingencies and reducing aversive control. When learning, success replaces failure. When flexible schedules prevent learning situations from being an obstacle for participating in other reinforcing activities, and when a teacher's role changes from being a punishing administrator to being a friendly guide, learning becomes a positive experience. A reinforcing system like PSI increases the possibility for students to develop a love for learning. A Walden Two society is designed so that the behavior of its members are eventually maintained primarily by positive reinforcement, rather than by aversive control.
PSI PROMOTES A PACIFISTIC ENVIRONMENT
PSI promotes a pacifistic environment by offering a reinforcing educational environment, where progress is guaranteed, where schedules are self-selected and where teachers do not have a punitive role. It reduces the negative side effects of aversive control. Effects so commonly found in traditional educational settings, as the deterioration of teacher-student relationships, peer fights, complains, school violence and vandalism, withdrawal, and negative statements made by students about themselves and the school, just to mention a few. Walden Two is also a proposal for building a non-violent environment and the use of PSI in academic education facilitates this objective.
PSI PROMOTES NATURAL REINFORCEMENT
An educational system that looks for student independence, by saying good-bye to traditional teachers and institutions, needs to rely on more natural positive reinforcers to maintain and increase students' learning behaviors. It needs the kind of reinforcers that can be naturally obtained at the place and time when study and learning behaviors occur. Contrived reinforcers, such as grades, bonus points, tokens, social praise and prestige, free time, etc. are reinforcers generally controlled by others, such as teachers, peers or institutions. Even though, the positive control of learning behaviors, by using contrived reinforcers, is far better than using aversive control. Behaviors maintained only by contrived reinforcers are weaker than behaviors maintained by natural reinforcement (Horcones, 1983). In a Walden Two, individual independence or freedom is to be achieved through natural reinforcement.
PSI IS A NON-COMPETITIVE SYSTEM
Within PSI, the student is never compared with other boys and girls as to rate of progress. Self-competition is encouraged, while peer-competition is discouraged. This still provides a motivating and reinforcing environment for learning. A Walden Two community is a cooperative society designed as an alternative to competitive environments. With the use of PSI, peer-competition is reduces as are its negative effects. Although PSI does not particularly promote cooperation, this can be achieved by encouraging students to cooperate with instructors in writing study units.
IT SUPPORTS EQUALITY
Written materials allow students equal access to course information. Self-pacing fits the individual needs of each student. Retesting and mastery ensures success to every student. A Walden Two is an egalitarian society which offers its members equal access to goods and services. In the field of education, it gives every student the opportunity to succeed. This automatically reduces the most common cause for prejudicial discrimination among students. An educational system that considers what is best for the individual and others in the long and short run safeguards the individual from exploitation (Sulzer & Mayer, 1986).
FACILITATES SHARING BEHAVIOR
With the student proctor feature, PSI teaches advanced students how to share their knowledge with their less advanced peers. Sharing in all its forms is a relevant behavioral objective for Walden Two members. An educational system that encourages students to share their newly acquired knowledge with others, is an alternative to appropriation and competition.
PSI FACILITATES EFFICIENT USE OF TIME
It is designed so that students can organize their own study schedules so they can also participate in community work activities. Also, because of this feature, PSI does not need to include "busy work" as part of their study material, merely to keep up with fixed schedules. In a Walden Two, as in Los Horcones, schools do not have the function of serving as day care institutions for working parents. In a Walden Two, "free time" is not a problem. Children are encouraged and welcome to participate in work activities with adults. In fact, it is at this time when they receive social and technical education. At Los Horcones, intentional education does not end at the school door.
QUALITY IN PERFORMANCE
Mastery of each unit before the student can progress in the course, ensures the constant monitoring and evaluation of student performance, avoiding the possibility of accumulated ignorance. A Walden Two society, where members work for a common good, does not care about high grades, degrees, or fancy diplomas, but, instead, in that the students can perform correctly and rapidly the tasks learned.
PSI IS COMPATIBLE WITH OTHER BEHAVIORALLY DESIGNED EDUCATIONAL SYSTEMS
Students who take PSI courses do not have any problem or conflict in taking courses using other behaviorally designed systems. At Los Horcones, students take typing courses with CAI. Precision Teaching (Lindsley, 1971) is used in math courses, etc.
PSI MAKES EDUCATION INEXPENSIVE
The implementation of this particular system of individualized instruction does not require large building structures or sophisticated and expensive equipment. It even saves working hours, because it doesn't need many teachers. A Walden Two is oriented toward self-sufficiency. The goods and services needed by the members are produced by themselves. For example, at Los Horcones, the study center was built by the members themselves. Instructors are members who also work in other areas of the community. Study material is mostly made in Los Horcones. In a Walden Two society, there are no economic interests interfering with the use of an inexpensive educational system, such as PSI.
DEPROFESSIONALIZATION
PSI does not require certified teachers for its implementation. It does require that instructors and proctors receive special training, but any person can be trained. In a Walden Two, all members, from the very young to the very old, are welcome to participate in the productive life of the community. Being a PSI instructor or proctor is another opportunity for being a productive citizen.
PSI PROVIDES A FACE-TO-FACE CONTACT BETWEEN INSTRUCTORS AND STUDENTS
This feature enhances the personal-social aspect of the educational process. It does not eliminate it. Instructors give each individual student the guidance for independent learning. With the face-to-face contact, both students and instructors give each other immediate feedback for their performance on teaching and on learning. PSI is a system of mutual reinforcement. In Los Horcones, instructors are the parents or friends of the student with whom they share other activities in their everyday life at the community. Just as Skinner wrote in Walden Two, "HERE WE CAN ALMOST SAY THAT THE SCHOOL IS THE FAMILY AND VICEVERSA" (Skinner, 1948).
CONCLUSION
PSI has proven to be an appropriate educational system for the elementary and high-school education of the children living in Los Horcones, a Walden Two community. The appropriate arrangement of contingencies for obtaining an effective education requires changes that go beyond the classroom, or school setting, to the society, as a whole. These changes are not always possible to make in societies that are not behaviorally planned while, in a Walden Two, these changes are promoted. PSI has proven to be a good educational system for a traditional society, just as it is for a Walden Two. And now, a Walden Two society, such as Los Horcones, is proving to be the ideal society for the use of PSI.
Last up-dated: 2001
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