The Federal Aviation Administration’s Aviation Instructor’s Handbook emphasizes a foundational principle of education: learning is a change in behavior resulting from experience. This concept, rooted in educational psychology and applied across disciplines, including aviation training, underscores that learning is not merely the acquisition of knowledge but a transformation in how individuals think, act, or respond. This article explores this definition, its implications for aviation instruction, and its alignment with broader learning theories.
At its core, the idea that learning manifests as a behavioral change suggests that true learning is observable and measurable. For example, a student pilot does not simply memorize the mechanics of a preflight inspection; learning occurs when they consistently perform the inspection correctly, adapting their actions based on experience and feedback. The Aviation Instructor’s Handbook stresses that instructors must focus on fostering these behavioral shifts, whether in psychomotor skills (e.g., manipulating flight controls), cognitive understanding (e.g., interpreting weather data), or affective responses (e.g., developing confidence in decision-making). This aligns with behaviorist theories, particularly those of B.F. Skinner, who argued that learning is evidenced by altered responses to stimuli, shaped through reinforcement.
In aviation, where precision and safety are paramount, behavioral change is critical. A novice pilot’s initial hesitation during a stall recovery, for instance, transforms into a smooth, instinctive response through repetitive practice and instruction. The Handbook highlights that instructors facilitate this by creating structured experiences—simulator sessions, flight scenarios, or debriefs—that reinforce desired behaviors. These experiences must be purposeful, as random or unguided practice may lead to incorrect habits, which are harder to unlearn. This principle echoes John Dewey’s experiential learning theory, which posits that learning arises from reflective engagement with meaningful tasks.
Beyond behaviorism, the Handbook integrates cognitive and constructivist perspectives, recognizing that behavioral changes often stem from internal processes. For instance, a pilot learning to navigate crosswinds not only adjusts their control inputs (a visible behavior) but also builds a mental model of aerodynamics and wind effects (an internal shift). This dual focus is supported by Robert Gagné’s conditions of learning, which categorize outcomes ranging from verbal knowledge to motor skills, all contributing to observable performance changes. Instructors, therefore, must assess both the action and the understanding behind it, ensuring that behavioral shifts are grounded in comprehension, not rote memorization.
The affective domain also plays a role. A student’s attitude toward risk or teamwork can change through training, influencing behaviors like crew resource management. The Handbook advises instructors to model professionalism and provide scenarios that shape positive attitudes, reinforcing that learning encompasses emotional and social dimensions.
In practice, aviation instructors apply this principle by setting clear objectives, providing feedback, and evaluating performance against standards. For example, a checkride assesses whether a pilot’s behavior—executing maneuvers, communicating, or managing emergencies—reflects the learning outcomes expected. This aligns with broader educational research, such as Bloom’s taxonomy, which frames learning as progressing from knowledge to application, culminating in altered capabilities.
Ultimately, defining learning as a change in behavior provides a practical lens for aviation instruction. It reminds instructors to prioritize outcomes over inputs, ensuring that training translates into safe, competent pilots who adapt and perform reliably in dynamic environments.
