This section introduces the reader to the foundational concepts of behaviorism and emphasizes its widespread influence throughout different facets of American culture. Kohn begins his critique by examining the roots of behaviorism, highlighting its evolution into a widely accepted methodology that prioritizes convenience at the expense of in-depth understanding and moral consideration. He then explores how harmful behaviorist beliefs, which often go unquestioned, pervasively influence our workplaces, educational settings, and family life through their dependence on structured systems of incentives and consequences.
This section delves into the foundational flaws that support behaviorism. The author traces the development of ideas originating in behaviorism, moving from early, basic techniques that utilized rewards to sophisticated, research-supported pedagogical theories. Critics argue that behaviorism, despite claims of scientific precision, stems from an outdated and simplistic viewpoint that treats individuals as passive beings shaped by outside forces.
Kohn suggests that the practice of encouraging desired behaviors has a history that extends beyond the formal inception of behaviorist principles. In 19th-century English educational systems, pupils were awarded items redeemable for playthings as a reward for exemplary behavior, an approach similarly employed in animal training to promote desired actions. In 1910, the foundational concepts for contemporary workplaces were established by promoting the streamlining and improvement of tasks, as well as the implementation of financial rewards to boost output. The early examples demonstrate a firmly rooted belief that rewards are the most efficient way to motivate individuals.
The advancement and support of this approach can be significantly attributed to key individuals such as John B. Watson and B.F. Skinner, despite the fact that the concept of rewarding behavior predates the establishment of contemporary psychological theories. John Watson, the founder of behaviorism, downplayed the importance of internal experiences, asserting that it is feasible to comprehend and shape behavior without delving into emotions, thoughts, or motives. Skinner believed that external influences completely shape human behavior, just as they dictate the pecking behavior of a pigeon in a Skinner box. He dismissed the idea that individuals have control over their own actions or will, arguing instead that they are simply a collection of reactions formed by outside influences. These radical...
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During this segment of the discourse, Kohn argues that using rewards to control behavior raises concerning ethical issues and fails to produce the intended results. He scrutinizes the core assumptions underlying the notion that individuals should receive rewards commensurate with their achievements and explores the oversimplification of people as entities that are presumed to need external incentives to be motivated. He then offers a thorough analysis of research which consistently shows that incentives do not lead to enduring changes in behavior or enhancements in performance.
This segment of the conversation meticulously examines the fundamental problems linked to the use of rewards to control behavior. The book explores the prevalent belief that people should be given rewards for their achievements and elucidates how this practice of offering contingent incentives essentially treats individuals comparably to animals. They argue that while rewards are generally less harsh than punishments, both techniques are fundamentally controlling and therefore problematic.
This part delves into the quintet of fundamental causes for the ineffectiveness of rewards in fostering substantial transformation, underscoring the intrinsic issues with popular behaviorist approaches. Kohn builds on the previous arguments about rewards being controlling and counterproductive by exploring the ways rewards punish, rupture relationships, ignore underlying motives, and discourage risk-taking; the fifth reason, examining how rewards undermine intrinsic motivation, is explored in the following chapter.
The writer contends that rewards, typically viewed as the opposite of punishment, inherently possess characteristics that could be considered punitive. Often, individuals who are given rewards can experience feelings of resentment and view the situation as if they are being punished when such incentives are distributed.
Kohn suggests that although rewards are often seen as a more benign form of influence,...
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This section delves into what truly motivates employees at work, moving the focus from the conventional emphasis on rewards and punitive measures to creating a setting that nurtures exceptional achievement. The author, building on his critique of extrinsic motivation in the workplace, offers a series of practical recommendations for changing our approach to compensation, performance evaluation, and job design.
Kohn suggests three fundamental strategies to revolutionize how we foster motivation within professional environments. First, shift completely from the established framework of incentives and sanctions. This involves transitioning to equitable and transparent compensation structures that reward individuals not based on the results of their performance. It is essential to reevaluate the core rewards and strategies used in evaluating the performance of employees. He argues that the emphasis should be shifted away from trying to control behaviors or improve the accuracy of performance assessments, and directed fully and empathetically towards nurturing the development of employees....
This segment of the conversation explores the unique challenges associated with fostering a young learner's passion for learning. Kohn argues that both educational institutions and workplaces are overly reliant on rewards and disciplinary actions, despite overwhelming evidence indicating such external motivators may reduce enthusiasm, impede achievement, and lead to an overdependence on external approval among students. He offers a variety of practical suggestions for moving beyond these techniques, highlighting the importance of embracing different approaches in assessment, testing, and curriculum design to nurture a deep-seated enthusiasm for learning among youth.
The section of the book in question challenges the widely held belief that rewards serve to improve education and emphasizes the necessity of either completely eliminating grades or keeping students unaware of them. The book argues that these methods redirect students' focus to their outcomes, which in turn diminishes their involvement in the actual process of learning.
Punished by Rewards
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