From Wanda Schmidt Humanism would concentrate upon the development of the child's self-concept. If the child feels good about him or herself then that is a positive start. Feeling good about oneself would involve an understanding of one’s' strengths and weaknesses, and a belief in one's ability to improve. Learning is not an end in itself; it is the means to progress towards the height of self-development, which Maslow terms 'Self-actualization'. A child learns because he or she is inwardly driven, and derives his or her reward from the sense of achievement that comes from the learning process. This would differ from the behaviorist view that would expect extrinsic rewards to be more effective. Extrinsic rewards are rewards from the outside world; praise, money, gold stars, etc. Intrinsic rewards are rewards from within oneself, rather like the satisfaction of a need. This agrees with the humanistic approach, where education is really about creating a need within the child, or instilling within the child self-motivation. Behaviorism is about rewards from others. Humanism is about rewarding yourself! Much of a humanist teacher's effort would be put into developing a child's self-esteem. It would be important for children to feel good about themselves (high self-esteem), and to feel that they can set and achieve appropriate goals (high self-efficacy). This form of education is known as child-centered, and is typified by the child taking responsibility for their education and owning their learning. The behaviorists might advocate positive reinforcement such as praise, and punishment in the form of negative criticism. Both praise and blame are rejected by the humanists. Children can become addicted to praise, and put much effort into receiving praise from their teachers. Such children will often work for the praise, and not work if their efforts go unnoticed. This is unlike an interested adult surfing through the internet, derives satisfaction from learning something new, even though nobody is around to witness this acquisition of knowledge. If education is preparing the child for adult life, it would seem the humanist approach is the correct one. The humanist teacher is a facilitator, not a disseminator, of knowledge. Participatory and discovery methods would be favored instead of traditional learning like a parrot. It is fashion to everything the teacher says. The humanistic teacher is not only interested in a child’s academic needs, but is also concerned with the child's affective (or emotional) needs. Feeling and thinking are very much interlinked. Feeling positive about oneself facilitates learning.
The book defines humanistic psychology as a principle that centers attention on the person, emphasizing qualities like creativity, values, and self-actualization, and showing ultimate concern for people. A school that focused on humanistic learning would provide students with curriculum that would focus on the individual student. Students would also be able to fulfill their personal self-actualization. Students would also be provided with support and motivation to help them achieve in their academics. In fact the student’s emotional needs would be just as important as the cognitive needs of the students. However, I think each school provides a different environment for students and teachers. While schools do try to motivate students to help them achieve, I do not think that student’s emotional needs are met in the school system. The problem with schools, such as the one I teach at, is they are emphasizing the 3R’s more and more in order to meet test standards. However, this means there is less emphasis on subjects that would provides students with their self-actualization. There are programs, such as character education, that provide students with lessons that would help them improve their morals. Humanistic learning in school would be hard to implement since there is such a high focus on standardized testing.
I like how Maslow coined the term humanistic psychology, which stresses three major principles: (1) centering attention on the experiencing person, and thus focusing on experience as the primary phenomenon in learning; (2) emphasizing such human qualities as choice, creativity, values, and self-realization, as opposed to thinking about people in mechanistic (or behaviorist) terms and learning in cognitive terms; and (3) showing ultimate concern for the dignity and worth of people and an interest in the psychological development and human potential of learners as individuals. The teacher’s and curriculum worker’s role in a humanistic setting is to view the student as a whole person. The student is to be positive, purposeful, active, and involved in life experiences. Learning is to be a lifelong educational process. There isn’t a prescribed humanistic curriculum because each child has specific needs and interests related to his or her self-fulfillment and self-realization. So, humanistic learning would be characterized by educators who support and nurture different learning opportunities for students, recognize the different domains of learning, and provide recognition for all levels of achievement in order to enhance the child’s personal wholeness. Even though behaviorism is the most widely used theory in schools, I believe the majority of teachers are also focused on meeting each of their students’ personal needs, as well as academic.
Phenomenology or humanistic psychology emphasizes the total organism or the person. Humanistic learning would be based on the methodology of love and trust. Abraham Maslow, a well-known phenomenologist developed the idea of humanistic psychology which stressed three major principles. The first, called for centering attention on the experiencing person. The second emphasized human qualities such as values, choice, creativity and self-realization. The third, focused on showing the ultimate concern for the dignity and worth of people and the interest in the psychological development and human potential of learners as individuals. Maslow felt that the student should be involved, positive and purposeful. The goal of education in Maslow’s eyes is to produce a “healthy and happy learner who can accomplish, grow, and actualize his or her human self”. Another phenomenologist that was well known was Carl Rogers. He felt that children’s perceptions were individualistic and that influenced their learning and behavior. He also felt that positive human relationships enable children to grow. To Rogers, the humanistic qualities of a child (interpersonal relations) were equally important to their cognitive abilities. A teacher in this capacity helps students to explore new ideas about their lives, schoolwork, their relationships with others and their place in society. Under Rogers counseling method, the curriculum would be dedicated to the process, not a final product. Personal needs would be emphasized, not subject matter or cognitive scores.
My personal definition of humanistic learning in schools would fall in line with Pestalozzi and Frobel’s sense of providing a nurturing, loving and caring environment. It would also encompass Maslow’s first four steps of his self-actualizing hierarchy. A humanistic learning environment would focus on the whole of the child and teaching him or her to be in tuned with themselves and everything around them. Learning would be a very exploratory process. Under humanistic learning, the main focus would be on the on the child’s individuality and an extended amount of freedom to explore. Montessori schools reflect this school of thought. I find characteristics of humanistic learning to be very useful and wished our public schools would allow more of this school of thought.
Kristin & Andrea both of you have some heavy thoughts. Humanistic educators believe that schools have a role to play in the "values education" of students. While the home and religion have the major responsibility in the value development and moral development of children, the school also has a legitimate role. Few parents have ever questioned the school's role in encouraging the values of punctuality, fairness, health, courtesy, respect for property, neatness and the like. Humanistic educators believe schools also should encourage the democratic and humanitarian values of tolerance, self-respect, freedom of thought, respect for others, social responsibility and the like. Schools cannot and should not be "value-free" W.S
The study of humanistic psychology is the immediate experiences as one’s reality. I believe that most schools focus more on academics than helping a student understand more about themselves. Unfortunately, our schools are geared more towards academic success. Therefore, I believe most students will understand more about themselves depending on the grades they earn. I do feel that in the subject of writing a teacher can provide an assignment where a student can express his/her views and opinions on the subject and the student may increase his/her self-awareness. Additionally, some may define themselves in academics or electives. Electives are vital because the student begins to explore interests, values, independence, intuition, etc. Overall, I believe that the majority of schools practice human learning by the evaluation of their grades, participation, and good behavior.
From Wanda Schmidt
ReplyDeleteHumanism would concentrate upon the development of the child's self-concept. If the child feels good about him or herself then that is a positive start. Feeling good about oneself would involve an understanding of one’s' strengths and weaknesses, and a belief in one's ability to improve. Learning is not an end in itself; it is the means to progress towards the height of self-development, which Maslow terms 'Self-actualization'. A child learns because he or she is inwardly driven, and derives his or her reward from the sense of achievement that comes from the learning process. This would differ from the behaviorist view that would expect extrinsic rewards to be more effective. Extrinsic rewards are rewards from the outside world; praise, money, gold stars, etc. Intrinsic rewards are rewards from within oneself, rather like the satisfaction of a need. This agrees with the humanistic approach, where education is really about creating a need within the child, or instilling within the child self-motivation. Behaviorism is about rewards from others. Humanism is about rewarding yourself!
Much of a humanist teacher's effort would be put into developing a child's self-esteem. It would be important for children to feel good about themselves (high self-esteem), and to feel that they can set and achieve appropriate goals (high self-efficacy). This form of education is known as child-centered, and is typified by the child taking responsibility for their education and owning their learning. The behaviorists might advocate positive reinforcement such as praise, and punishment in the form of negative criticism. Both praise and blame are rejected by the humanists. Children can become addicted to praise, and put much effort into receiving praise from their teachers. Such children will often work for the praise, and not work if their efforts go unnoticed. This is unlike an interested adult surfing through the internet, derives satisfaction from learning something new, even though nobody is around to witness this acquisition of knowledge. If education is preparing the child for adult life, it would seem the humanist approach is the correct one.
The humanist teacher is a facilitator, not a disseminator, of knowledge. Participatory and discovery methods would be favored instead of traditional learning like a parrot. It is fashion to everything the teacher says. The humanistic teacher is not only interested in a child’s academic needs, but is also concerned with the child's affective (or emotional) needs. Feeling and thinking are very much interlinked. Feeling positive about oneself facilitates learning.
The book defines humanistic psychology as a principle that centers attention on the person, emphasizing qualities like creativity, values, and self-actualization, and showing ultimate concern for people. A school that focused on humanistic learning would provide students with curriculum that would focus on the individual student. Students would also be able to fulfill their personal self-actualization. Students would also be provided with support and motivation to help them achieve in their academics. In fact the student’s emotional needs would be just as important as the cognitive needs of the students. However, I think each school provides a different environment for students and teachers. While schools do try to motivate students to help them achieve, I do not think that student’s emotional needs are met in the school system. The problem with schools, such as the one I teach at, is they are emphasizing the 3R’s more and more in order to meet test standards. However, this means there is less emphasis on subjects that would provides students with their self-actualization. There are programs, such as character education, that provide students with lessons that would help them improve their morals. Humanistic learning in school would be hard to implement since there is such a high focus on standardized testing.
ReplyDeleteI like how Maslow coined the term humanistic psychology, which stresses three major principles: (1) centering attention on the experiencing person, and thus focusing on experience as the primary phenomenon in learning; (2) emphasizing such human qualities as choice, creativity, values, and self-realization, as opposed to thinking about people in mechanistic (or behaviorist) terms and learning in cognitive terms; and (3) showing ultimate concern for the dignity and worth of people and an interest in the psychological development and human potential of learners as individuals. The teacher’s and curriculum worker’s role in a humanistic setting is to view the student as a whole person. The student is to be positive, purposeful, active, and involved in life experiences. Learning is to be a lifelong educational process. There isn’t a prescribed humanistic curriculum because each child has specific needs and interests related to his or her self-fulfillment and self-realization. So, humanistic learning would be characterized by educators who support and nurture different learning opportunities for students, recognize the different domains of learning, and provide recognition for all levels of achievement in order to enhance the child’s personal wholeness. Even though behaviorism is the most widely used theory in schools, I believe the majority of teachers are also focused on meeting each of their students’ personal needs, as well as academic.
ReplyDeletePhenomenology or humanistic psychology emphasizes the total organism or the person. Humanistic learning would be based on the methodology of love and trust. Abraham Maslow, a well-known phenomenologist developed the idea of humanistic psychology which stressed three major principles. The first, called for centering attention on the experiencing person. The second emphasized human qualities such as values, choice, creativity and self-realization. The third, focused on showing the ultimate concern for the dignity and worth of people and the interest in the psychological development and human potential of learners as individuals. Maslow felt that the student should be involved, positive and purposeful. The goal of education in Maslow’s eyes is to produce a “healthy and happy learner who can accomplish, grow, and actualize his or her human self”. Another phenomenologist that was well known was Carl Rogers. He felt that children’s perceptions were individualistic and that influenced their learning and behavior. He also felt that positive human relationships enable children to grow. To Rogers, the humanistic qualities of a child (interpersonal relations) were equally important to their cognitive abilities. A teacher in this capacity helps students to explore new ideas about their lives, schoolwork, their relationships with others and their place in society. Under Rogers counseling method, the curriculum would be dedicated to the process, not a final product. Personal needs would be emphasized, not subject matter or cognitive scores.
ReplyDeleteMy personal definition of humanistic learning in schools would fall in line with Pestalozzi and Frobel’s sense of providing a nurturing, loving and caring environment. It would also encompass Maslow’s first four steps of his self-actualizing hierarchy. A humanistic learning environment would focus on the whole of the child and teaching him or her to be in tuned with themselves and everything around them. Learning would be a very exploratory process. Under humanistic learning, the main focus would be on the on the child’s individuality and an extended amount of freedom to explore. Montessori schools reflect this school of thought. I find characteristics of humanistic learning to be very useful and wished our public schools would allow more of this school of thought.
Kristin & Andrea both of you have some heavy thoughts.
ReplyDeleteHumanistic educators believe that schools have a role to play in the "values education" of students. While the home and religion have the major responsibility in the value development and moral development of children, the school also has a legitimate role. Few parents have ever questioned the school's role in encouraging the values of punctuality, fairness, health, courtesy, respect for property, neatness and the like. Humanistic educators believe schools also should encourage the democratic and humanitarian values of tolerance, self-respect, freedom of thought, respect for others, social responsibility and the like. Schools cannot and should not be "value-free"
W.S
The study of humanistic psychology is the immediate experiences as one’s reality. I believe that most schools focus more on academics than helping a student understand more about themselves. Unfortunately, our schools are geared more towards academic success. Therefore, I believe most students will understand more about themselves depending on the grades they earn. I do feel that in the subject of writing a teacher can provide an assignment where a student can express his/her views and opinions on the subject and the student may increase his/her self-awareness. Additionally, some may define themselves in academics or electives. Electives are vital because the student begins to explore interests, values, independence, intuition, etc. Overall, I believe that the majority of schools practice human learning by the evaluation of their grades, participation, and good behavior.
ReplyDelete