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This paper critically examine behaviorism, a dominant philosophical orientation in existing
mainstream educational institutions of Pakistan. It begins with the evolution of behaviorist paradigm and
its adaptation in educational set-up. Then, discuss on the elements of behaviorism and its scope in teaching
methodologies, acquisition of skills, and life-long learning processes. Then, the paper presents salient features
of philosophical underpinning of constructivist paradigm (Psychological constructivism and Social constructivism) its implication in education, teaching, learning, assessment and curriculum design. While comparing
both paradigms, the paper discusses how constructivism surpasses in episteme and, may help teachers to introduce new knowledge, on the basis on learners’ prior knowledge and beliefs. With this, the paper concludes
with the challenges in the way of paradigm shift and recommends both educators and teacher educators to
take-up these challenges for initiating reforms in education
Preeta Hinduja. (2021) From Behaviorism to Constructivism in Teaching-Learning Process, Journal of Education & Social Sciences, Volume 9, issue 2.
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