23-11-2012, 05:52 PM
The Ten Axioms of Choice Theory
The Ten Axioms of Choice Theory.docx (Size: 23.07 KB / Downloads: 31)
Choice Theory is based on the assumption that all behavior represents the individual's constant attempt to satisfy one or more of five basic inborn needs. In other words, no behavior is caused by any situation or person outside of the individual. Accepting this idea requires a paradigm shift on the part of those who view life according to stimulus-response theory. According to the stimulus-response paradigm, we answer the telephone because it rings and stop the car because the traffic light is red. From the stimulus-response perspective, behavior is caused by someone or some thing(the stimulus) outside the individual; the action following is a response to that stimulus. According to the Choice Theory paradigm, people or events outside us never stimulate us to do anything. Rather, our behavior always represents the choice to do what we believe most satisfies our need at the time. From this perspective, we follow the rules of a game to achieve a meaningful outcome. We answer the phone because we choose to do so in order to communicate, not because we react to the ring. We stop at a red light because we choose to avoid risking a traffic ticket or an accident, not because the light turned red. When we repeat a choice that is consistently satisfying, we exercise less and less deliberation in making that choice. Even a quick action is chosen and not automatic.
Basic Needs
All individuals are driven by genetically transmitted needs that serve as instructions for attempting to live their lives. The needs are equally important, and all must be reasonably satisfied if individuals are to fulfill their biological destiny.
These basic needs are:
(a) the need to survive,
(b) the need to belong,
© the need to gain power,
(d) the need to be free, and
(e) the need to have fun.
The individual has no choice but to feel pain when a need is frustrated and pleasure when it is satisfied. When any need goes unsatisfied, there is a continual urge to behave. This urge is as much a part of human genetic instructions as is eye color. Instructions related to survival - such as hunger, thirst, and sexual desire - are relatively distinct. Individuals quickly learn that the particular discomfort is attached to this need, and it is plain what they must do to satisfy the survival instructions. The nonsurvival, or psychological, needs are challenging because it is often less clear what an individual must do to satisfy them. Psychological needs, like biological needs, have their source in the genes, even though they are much less tangible and the behaviors that fulfill them are more complex than the physical behaviors used to fulfill the survival needs. Glasser (1984) holds that we are essentially biological beings, and the fact that we follow some of our genetic instructions psychologically rather than physically makes neither the instructions less urgent nor the source less biological.
Choice Theory
Choice Theory (Glasser, 1998) has been used in a variety of educational settings. The name "Choice Theory" evolved from its original name "Control Theory," which was developed by William Glasser and evolved from his successes with Reality Therapy. Glasser stated that people have control over their own behavior and, therefore, responsibility for the outcome of their behavioral choices (Howatt, 2001). Further, Glasser suggested that students have the forces within themselves, as opposed to external influences, to control their behavior.
Choice Theory asserts that humans perceive the world and choose behaviors based on the reality that exists in their own minds. Furthermore, individuals set their own goals and are not seen as victims of circumstance; rather, people have the opportunity to choose goals and make changes in their lives. Thus, Choice Theory may be seen as an empowering philosophy (strength-based), as it is the individual alone who may create the world he or she desires.
According to Glasser (1998), people are internally motivated by five genetic needs: (a) survival, (b) love and belonging, © power, (d) freedom, and (e) fun. Behavior is seen as purposeful and driven by these needs that all people share. Although all individuals have these needs, the strength and importance of these needs vary.
Within Glasser's approach, students' behaviors are their best attempts at satisfying these needs, getting them closer to the ideals for these needs that are in their "quality worlds."