I would argue, in total seriousness, that one of the places that Skinnerism thrives today is in computing technologies, particularly in “social” technologies. This, despite the field’s insistence that its development is a result, in part, of the cognitive turn that supposedly displaced behaviorism.

B. F. Skinner: The Most Important Theorist of the 21st Century

Audrey Watters notes the Skinner influence in the behaviorism of big tech and ed-tech in two great pieces: “B. F. Skinner: The Most Important Theorist of the 21st Century” and “Education Technology and the New Behaviorism”.

B. J. Fogg and his Persuasive Technology Lab at Stanford is often touted by those in Silicon Valley as one of the “innovators” in this “new” practice of building “hooks” and “nudges” into technology. These folks like to point to what’s been dubbed colloquially “The Facebook Class” – a class Fogg taught in which students like Kevin Systrom and Mike Krieger, the founders of Instagram, and Nir Eyal, the author of Hooked, “studied and developed the techniques to make our apps and gadgets addictive,” as Wired put it in a recent article talking about how some tech executives now suddenly realize that this might be problematic.

(It’s worth teasing out a little – but probably not in this talk, since I’ve rambled on so long already – the differenceOur friends and allies at Randimals have a saying, What makes us different, makes all the difference in the world.Randimals We agree. Randimals are made up of two different animals… More, if any, between “persuasion” and “operant conditioning” and how they imagine to leave space for freedom and dignity. Rhetorically and practically.)

I’m on the record elsewhere arguing this framingWhen we successfully reframe public discourse, we change the way the public sees the world. We change what counts as common sense. Because language activates frames, new language is required… More – “technology as addictive” – has its problems. Nevertheless it is fair to say that the kinds of compulsive behavior that we display with our apps and gadgets is being encouraged by design. All that pecking. All that clicking.

These are “technologies of behavior” that we can trace back to Skinner – perhaps not directly, but certainly indirectly due to Skinner’s continual engagement with the popular press. His fame and his notoriety. Behavioral management – and specifically through operant conditioning – remains a staple of child rearing and pet training. It is at the core of one of the most popular ed-tech apps currently on the market, ClassDojo. Behaviorism also underscores the idea that how we behave and data about how we behave when we click can give programmers insight into how to alter their software and into what we’re thinking.

If we look more broadly – and Skinner surely did – these sorts of technologies of behavior don’t simply work to train and condition individuals; many technologies of behavior are part of a broader attempt to reshape society. “For your own good,” the engineers try to reassure us. “For the good of the world.”

B. F. Skinner: The Most Important Theorist of the 21st Century

In that Baffler article, I make the argument that behavior management apps like ClassDojo’s are the latest manifestation of behaviorism, a psychological theory that has underpinned much of the development of education technology. Behaviorism is, of course, most closely associated with B. F. Skinner, who developed the idea of his “teaching machine” when he visited his daughter’s fourth grade class in 1953. Skinner believed that a machine could provide a superior form of reinforcement to the human teacher, who relied too much on negative reinforcement, punishing students for bad behavior than on positive reinforcement, the kind that better trains the pigeons.

But I think there’s been a resurgence in behaviorism. It’s epicenter isn’t Harvard, where Skinner taught. It’s Stanford. It’s Silicon Valley. And this new behaviorism is fundamental to how many new digital technologies are being built.

It’s called “behavior design” today (because at Stanford, you put the word “design” in everything to make it sound beautiful not totally rotten). Stanford psychologist B. J. Fogg and his Persuasive Technology Lab teach engineers and entrepreneurs how to build products – some of the most popular apps can trace their origins to the lab – that manipulate and influence users, encouraging certain actions or behaviors and discouraging others and cultivating a kind of “addiction” or conditioned response. “Contingencies of reinforcement,” as Skinner would call them. “Technique,” Jacques Ellul would say. “Nudges,” per behavioral economist Richard Thaler, recipient of this year’s Nobel Prize for economics.

New technologies are purposefully engineered to demand our attention, to “hijack our minds.” They’re designed to elicit certain responses and to shape and alter our behaviors. Ostensibly all these nudges are supposed to make us better people – that’s the shiniest version of the story promoted in books like Nudge and Thinking about Thinking. But much of this is really about getting us to click on ads, to respond to notifications, to open apps, to stay on WebIn essence, the open Web, while not free from governmental and commercial pressures, is about as free from such pressures as a major component of modern capitalist society can be…. More pages, to scroll, to share – actions and “metrics” that Silicon Valley entrepreneurs and investors value.

There’s a darker side still to this as I argued in the first article in this very, very long series: this kind of behavior management has become embedded in our new information architecture. It’s “fake news,” sure. But it’s also disinformation plus big data plus psychological profiling and behavior modification. The Silicon Valley “nudge” is a corporatenudge. But as these technologies are increasingly part of media, scholarship, and schooling, it’s a civics nudge too.

Those darling little ClassDojo monsters are a lot less cute when you see them as part of a new regime of educational data science, experimentation, and “psycho-informatics.”

Education Technology and the New Behaviorism

Autistic people keep warning us about behaviorism. Behaviorism brings the mindsetThe marketing of mindsets was everywhere this year: “How to Develop Mindsets for Compassion and Caring in Students.” “Building A Tinkering Mindset In Young Students Through Making.” “6 Must-Haves for… More and legacy of the awful men who developed it (Skinner, Lovaas, et al) into our schools and companies. Behaviorism has history in autistic and gay conversion therapy. It hasn’t grown far enough from that history. It’s a bad lens for seeing and understanding humans. It is primitive moral development.

AutisticAutistic ways of being are human neurological variants that can not be understood without the social model of disability.If you are wondering whether you are Autistic, spend time amongst Autistic people, online and offline.  If… More self-advocates are very concerned about behaviorism and deficit ideology, particularly ABA. “My experience with special education and ABA demonstrates how the dichotomy of interventions that are designed to optimize the quality of life for individuals on the spectrum can also adversely impact their mental health, and also their self-acceptance of an autistic identity. This is why so many autistic self-advocates are concerned about behavioral modification programs: because of the long-term effects they can have on autistic people’s mental health. This is why we need to preach autism acceptanceAcceptance means training mental health service providers to look at autism and other disabilities as a part of a person’s identity, rather than a problem that needs to be fixed. Acceptance… More, and center self-advocates in developing appropriate supports for autistic people. That means we need to take autistic people’s insights, feelings, and desires into account, instead of dismissing them.” With behaviorism, “the literal meaning of the words is irrelevant when you’re being abused. When I was a little girl, I was autistic. And when you’re autistic, it’s not abuse. It’s therapy.” “The abuse of autistic children is so expected, so normalised, so glorified that many symptoms of trauma and ptsd are starting to be seen as autistic traits.“

We’re Autistic. Here’s what we’d like you to know.

One of my favorite anecdotes from Asperger’s thesis is when he asks an autistic boy in his clinic if he believes in God. “I don’t like to say I’m not religious,” the boy replies, “I just don’t have any proof of God.” That anecdote shows an appreciation of autistic non-complianceNoncompliance is a social skill.Noncompliance is one of the most important social skills. Noncompliance skills make it possible to say no, even when others want your right to say no to… More, which Asperger and his colleagues felt was as much a part of their patients’ autism as the challenges they faced. Asperger even anticipated in the 1970s that autistic adults who “valued their freedom” would object to behavioristUltimately behaviorism provides a simplistic lens that can’t see beyond itself.Why is the doctrine of behaviorism still being used, at all?How can ABA be the gold-standard for autism when it… More training, and that has turned out to be true.

THINKING PERSON’S GUIDE TO AUTISM: On Hans Asperger, the Nazis, and Autism: A Conversation Across Neurologies

“It’s time we outgrew this limited and limiting psychological theory.” Reject it from our companies and schools.

Plenty of policies and programs limit our ability to do right by children. But perhaps the most restrictive virtual straitjacket that educators face is behaviorism – a psychological theory that would have us focus exclusively on what can be seen and measured, that ignores or dismisses inner experience and reduces wholes to parts. It also suggests that everything people do can be explained as a quest for reinforcement – and, by implication, that we can control others by rewarding them selectively.

Allow me, then, to propose this rule of thumb: The value of any book, article, or presentation intended for teachers (or parents) is inversely related to the number of times the word “behavior” appears in it. The more our attention is fixed on the surface, the more we slight students’ underlying motives, valuesRemind yourself that shared values, rather than shared beliefs, are what matter when it comes to interacting with others, and that there is no replacement for doing the hard work… More, and needs.

It’s been decades since academic psychology took seriously the orthodox behaviorism of John B. Watson and B.F. Skinner, which by now has shrunk to a cult-like clan of “behavior analysts.” But, alas, its reductionist influence lives on – in classroom (and schoolwide) management programs like PBIS and Class Dojo, in scripted curricula and the reduction of children’s learning to “data,” in gradesGrades tend to diminish students’ interest in whatever they’re learning.  A “grading orientation” and a “learning orientation” have been shown to be inversely related and, as far as I can… More and rubrics, in “competency”- and “proficiency”-based approaches to instruction, in standardized assessments, in readingThere are three types of reading: eye reading, ear reading, and finger reading.The Dyslexia Empowerment Plan: A Blueprint for Renewing Your Child’s Confidence and Love of Learning Most schools and… More incentives and merit pay for teachers.

It’s Not About Behavior – Alfie Kohn

It’s time we outgrew this limited and limiting psychological theory. That means attending less to students’ behaviors and more to the students themselves.

It’s Not About Behavior – Alfie Kohn

Operant conditioning and the manipulation of response to stimuli are at the heart of theories that support instructional design. But more, they form the foundation of almost all educational technology-from the VLE or LMS to algorithms for adaptive learning. Building upon behaviorism, Silicon Valley-often in collaboration with ventureNeurodiVenture : an inclusive non-hierarchical organisation operated by neurodivergent people that provides a safe and nurturing environment for divergent thinking, creativity, exploration, and collaborative niche construction.NeurodiVentures | Autistic Collaboration NeurodiVentures create safe spaces for groups… More capitalists with a stake in the education market-have begun to realize Skinner’s teaching machines in today’s schools and universities.

And there’s the rub. When we went online to teach, we went online almost entirely without any other theories to support us besides instructional design. We went online first assuming that learning could be a calculated, brokered, duplicatable experience. For some reason, we took one look at the early internet and forgot about all the nuance of teaching, all the strange chaos of learning, and surrendered to a philosophy of see, do, hit submit.

The problem we face is not just coded into the VLE, either. It’s not just coded into Facebook and Twitter and the way we send an e-mail or the machines we use to send text messages. It’s coded into us. We believe that online learning happens this way. We believe that discussions should be posted once and replied to twice. We believe that efficiency is a virtue, that automated proctors and plagiarism detection services are necessary-and more than necessary, helpful.

But these are not things that are true, they are things that are sold.

A Call for Critical Instructional Design

Educators. Tech workers. Would you have this be your legacy?

Further reading,