Creative Education

Volume 6, Issue 17 (October 2015)

ISSN Print: 2151-4755   ISSN Online: 2151-4771

Google-based Impact Factor: 1.01  Citations  h5-index & Ranking

Skinner and Vygotsky’s Understanding of Resilience in the School Environment

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DOI: 10.4236/ce.2015.617188    4,829 Downloads   6,113 Views  Citations

ABSTRACT

Resilience is defined as the ability to endure situations of risk, overcome them and use them as sources of life strengthening and learning. This paper aims to analyze resilience in the school environment according to two classic perspectives in education: radical behaviorism (Skinner) and the socio-historical approach (Vygotsky). According to the socio-historical perspective, resilience can be understood as a higher psychological function resulting from an individual’s self-regulatory processes. According to the behavioural approach, whenever a person is exposed to aversive situations and finds strategies to remove them, avoidance skills are developed in order to find sources of reinforcement even during adversity. Both approaches consider that resilience is socially and culturally built, nevertheless, the need exists to consider the epistemological and conceptual differences between the two authors.

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Pasqualotto, R. , Löhr, S. and Stoltz, T. (2015) Skinner and Vygotsky’s Understanding of Resilience in the School Environment. Creative Education, 6, 1841-1851. doi: 10.4236/ce.2015.617188.

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