Examples of this could include anything that could produce physical harm on a person. That person will react to the discomfort or pain and remove themselves from the situation. This reaction is not due to an inner sense of freedom, but instead to a simple reaction to the external force that affected them. Operant conditioning is another example in which a person is reinforced to do something or not do something by the consequence or reward that results. This, again, is not due to an inner love of freedom, but instead to a reaction from a result. Man is not free since he is controlled by factors outside of himself (42). On the subject of freedom, the literature provided discusses not an absence of some sort of control, or a desire for the idea of freedom, but more of an emphasis on what freedom feels like. This suggests that one manipulates control in some form or another to feel free. In other words, they change their environment to receive the feeling they desire. The mistake is in defining freedom as a feeling because it fails to deal with control which does not foster escape. Therefore, it has branded all control as wrong and disregards many advantages from nonaversive control (39.) Until recently, education could be seen as almost entirely aversive. Students would attempt to escape studying or doing a certain task in class. Now, positive reinforcement is being implemented in the classroom where good is recognized and bad is not. This involved changing something in the environment in the classroom. The idea of control in the classroom does not need to have a negative attitude against it. What needs to be implemented is a change in environment and the types of control used, not an escape route from it altogether. .
The opposition's position of behaviorism in educational practices deals with the idea that people's realities are up to themselves and solely themselves. They are not a product of their surroundings, but a product of their own desires and needs that result from an inner motivation and sense of self.