This article offers some personal reflections on the difficulty of teaching the behaviorist perspective in the psychology classroom. The problems focus on the inadequacy of introductory textbooks-which mischaracterize behaviorism, only present the most extreme behaviorist positions, make no mention of the neobehaviorist perspective, fail to discuss that there is no accepted criteria for determining what type of behavior is cognitive, and provide a definition of cognition that is, not only inconsistent across texts, but so broad as to overshadow the behaviorist contributions. Suggestions are provided for instructors on how to present to their students an accurate portrayal of behaviorism.
Keywords: behaviorism; cognitivism; neobehaviorism; teaching; textbooks.