I’m not at all sure that “education pedagogy today is primarily driven by forms of constructivism”. If we interview educators, more of them will express more support for constructivist theories than behaviorist theories. But there’s a reason why behaviorism persists in education—and I don’t think it’s inertia or a failure to reflect on our practices. When I study what educators actually do, as opposed to what they say, they appear to be more aligned with behaviorism than constructivism. This is especially apparent if we study smaller actions rather than larger actions. For example, when cooperative learning was all the rage, I regularly saw teachers organizing students in cooperative groups (a large action). But in terms of how those groups operated, cooperation was actually discouraged (e.g., the processes in place enabled individual students to dominate) by many small actions.