The evolution of educational psychology: the dichotomy between instruction-education
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Abstract
The debate about the Instruction-Education relationships arises from far away, but is still a topical subject. The basic question is concerned with the fact that "behavior analysis is sorely misunderstood and mischaracterized... for external and internal conceptual problems" regarding "our basic and applied science and our philosophy" (Morris, 1992). The main aim of the paper is to contribute in making more clear these relationships. They will be analyzed in their historical background, as well as in the context of the recent contributions appeared in literature.
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