The technocratic paradigm was formalized by the government’s school reform in 1958: the
The Constitution (a course on the rights
Psychology (the science of the human soul), Logic (the science of human thinking),
Logic (the science of human thinking) were removed from the curriculum. In their place in the curriculum
appeared technical and service work in the manifestation of and elementary
military training. Secondary school was officially declared
“although its primary function was the formation of cultural people. An echo of this reform
is an echo of that reform.
The reform is echoed in today’s school curricula, where “work practice” has become a
This is an echo of the “work practice” in the curricula of today’s schools, and is now a common labor obligation to clean school buildings and grounds.
Despite all its flaws, the technocratic paradigm and
ensures a high level of student knowledge. It was during the years
In spite of its flaws, the technocratic paradigm has provided our country with a high level of knowledge among our students.
1.2.9. BEHAVIORIST
(RATIONALISTIC, BEHAVIORAL) PARADIGM.
Unlike the previous ones, this paradigm is based not on knowledge or culture, but on a psychological orientation: behaviorism.
Behaviorism is a psychological theory of behavior,
Behaviourism is a psychological theory of behaviour that views behaviour as a person’s response to the environment: STIMULus-Reaction.
Behaviorists describe the inner world and its state less, and more about external stimuli.
Associated with this theory is the rationalist model of school. The model views and school as a way of assimilating knowledge to
in order to shape children’s behavior, school is an educational mechanism for adapting to the environment.
Proponents of this model like to define the school as
factory for which the raw material and the result of processing are the students. They are the finished product for life.
The guiding principle of education is the regulation of the external
conditions of the process and the response to it by students developing and acquiring a behavioral repertoire (i.e., a set of
ways of behavior).
The goal of the school is to form in students an adaptive “behavioral repertoire” consistent with social norms, requirements, and expectations of Western culture. Moreover,
The term ‘behavior’ encompasses all of the reactions inherent in a person-his thoughts, feelings, and actions.
This paradigm views school as a way of learning to shape the learner’s optimal behavior. The main motto is: “School is a factory for which students are ‘raw materials.

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