The Engineered Student: On B. F. Skinner’s Teaching Machine and The Next Big Thing Will Start Out Looking Like a Toy

The Engineered Student: On B. F. Skinner’s Teaching Machine and The Next Big Thing Will Start Out Looking Like a Toy

In the world of education and technology, there are often overlooked connections between seemingly unrelated concepts. One such connection can be found between B. F. Skinner's behaviorist theory of learning and the idea that the next big thing will start out looking like a toy. By examining these two ideas together, we can gain valuable insights into how both education and disruptive technologies evolve over time.

B. F. Skinner, a renowned psychologist and behaviorist, believed that learning could be best achieved through the use of rewards and punishments. His teaching machine, an early form of computer-assisted instruction, aimed to create a highly controlled learning environment where students would receive immediate feedback on their answers. However, Skinner's approach violated two key principles of his behaviorist theory. Students were not immediately informed whether their answers were right or wrong, and the focus was on external behaviors rather than internal motivations or sensations.

This brings us to the concept of disruptive technologies starting out as toys. The reason why big new things often go unnoticed by established players is that they are initially dismissed as mere toys. This is because technologies tend to improve at a faster rate than users' needs increase. To distinguish between toys that will remain toys and toys that will disrupt the market, we need to look at products as processes. It's not just about adding features; it's about understanding and leveraging external forces such as the decreasing cost of microchips, the increasing availability of bandwidth, and the growing intelligence of mobile devices.

In the context of education, disruptive technologies can be seen as those that are designed to ride these changes up the utility curve. They are developed with the understanding that users' needs will remain relatively steady, and the product must continuously improve to meet and surpass those needs. An interesting example of this is social software, where the improvement is driven by users' actions. Wikipedia, for instance, has succeeded because of subtle design features that guide and shape user edits to yield a net improvement over time. As long as Wikipedia keeps getting better, it will continue to meet and surpass users' needs for encyclopedic information.

However, it's important to note that not all valuable products need to be disruptive. There are many products that are useful from day one and continue to be useful in the long term. These are known as sustaining technologies. When startups build useful sustaining technologies, they are often quickly acquired or copied by incumbents in the industry. This shows that disruption is not the only path to success; creating a product of value can also lead to recognition and growth.

In conclusion, the connection between B. F. Skinner's teaching machine and the concept of disruptive technologies starting out as toys sheds light on the evolution of education and technology. By understanding the importance of immediate feedback and external forces driving improvement, we can design better learning environments and create products that meet and exceed user needs. Here are three actionable pieces of advice based on these insights:

1. Prioritize immediate feedback in education: Students should receive immediate feedback on their performance to enhance their learning experience. This can be achieved through the use of technology or other innovative teaching methods.

2. Embrace external forces of change: In the world of technology, it's crucial to stay aware of the external forces that can drive improvement. Keep an eye on the trends in microchips, bandwidth, and other relevant areas to design products that can ride these changes up the utility curve.

3. Focus on creating value: Disruption is not the only path to success. Building products that are useful from day one and continue to be valuable in the long run can also lead to recognition and growth. Prioritize creating value for users and aim for sustained improvement.

By incorporating these insights and taking action based on them, we can enhance the learning experience and create products that have a lasting impact. The connection between B. F. Skinner's behaviorist theory and the concept of disruptive technologies starting out as toys serves as a reminder that innovation and improvement are constantly evolving, and it's our responsibility to adapt and leverage these changes for the betterment of education and technology.