| The main focus of Humanistic psychology
| |
| | humanistic view towards education. Some
|
| study is based on conscious
| |
| | of these include allowing
|
| consciousness, morals
| |
| | students to have a choice in the
|
| and theoretical thinking. These include
| |
| | selection of tasks and activities
|
| the spiritual experiences and the
| |
| | whenever possible and helping them to
|
| beliefs that people live by. Emerging in
| |
| | set realistic goals for
|
| the 1950's and 1960's,
| |
| | themselves. It is important to have
|
| humanism is about rewarding yourself,
| |
| | students participating in group
|
| and places great importance on
| |
| | work, in order to develop social and
|
| the individual and their own
| |
| | affective skills. Teachers need
|
| individuality. Personality depends on
| |
| | to act more as facilitators in the
|
| what people believe and how they
| |
| | classroom and available when
|
| perceive the world and a major factor
| |
| | appropriate and they need to be role
|
| in this learning theory is that people
| |
| | models constantly working on
|
| are seen as freely exercising
| |
| | themselves to become better people. This
|
| choice over how to behave. They are the
| |
| | is often known as 'Open
|
| architects of their own lives
| |
| | education'.The humanistic curriculum is
|
| and 'personal agents' in their own
| |
| | based on establishing productive social
|
| psychological growth.There are many
| |
| | and working relationships with others.
|
| objectives of the humanistic view of
| |
| | It is a part of everything the
|
| education, as
| |
| | child does within the school setting.
|
| described by Gage and Berliner. These
| |
| | The expectations and
|
| include a promotion of
| |
| | consequences are age appropriate. Just
|
| positive self-direction and
| |
| | as the academic curriculum
|
| independence, the ability to take
| |
| | responds to the developing cognitive
|
| responsibility for what is learned, an
| |
| | skills of the children so too
|
| emphasis on student centered
| |
| | does the social curriculum. It
|
| teaching, and the development of social
| |
| | encourages growth in responsibility,
|
| skills and respect for
| |
| | independence and decision making.
|
| students feelings and aspirations, thus
| |
| | Children are allowed and actually
|
| allowing them the right to
| |
| | encouraged to make choices and accept
|
| self-determination. Feelings are as
| |
| | the consequences for their
|
| important as facts and the current
| |
| | actions, and mistakes are treated as
|
| and future welfare of students is
| |
| | opportunities for learning. The
|
| foremost. In order to develop these
| |
| | children learn to care about themselves
|
| objectives certain principles must be in
| |
| | and others and to value the
|
| place. Students will learn
| |
| | quality of their work. By placing
|
| best what they want and need to know.
| |
| | emphasis on the positive, a
|
| Self directed learning increases
| |
| | classroom environment is created whereby
|
| knowledge. Rogers says that self
| |
| | children are encouraged and
|
| directed learning in schools increases
| |
| | become self-reliant. They care about
|
| curiosity, encourages students to take
| |
| | doing their best and value the
|
| responsibility for their own development
| |
| | quality of their work. The emphasis is
|
| and promotes personal and
| |
| | on co-operation and not
|
| academic growth. However, knowing how to
| |
| | competition and this has a positive
|
| learn is more important than
| |
| | effect on classroom behavior
|
| acquiring a lot of knowledge and
| |
| | whilst also improving academic learning.
|
| self-evaluation is the only
| |
| | Skills such as listening,
|
| meaningful judgment of a student's work.
| |
| | decision making and problem solving all
|
| The worth and rights of
| |
| | need to be discussed, modeled
|
| individuals needs to be respected and
| |
| | and practiced in order for children to
|
| there has to be openness, honesty and
| |
| | be successful in their groups.A large
|
| selflessness in order for trust to be
| |
| | commitment of time is required to
|
| gained.Humanistic psychology is sometimes
| |
| | implement the social
|
| referred to as the 'Third Force' in
| |
| | curriculum. Learningsocial skills and
|
| psychology. As mentioned earlier, it is
| |
| | nurturing moral growth is a developmental
|
| often said that this was a backlash
| |
| | process.
|
| against the
| |
| | The development of interpersonal skills
|
| Behaviorist emphasis on scientific
| |
| | is also taught in order for
|
| method, which was seen as losing
| |
| | children to recognize the feelings of
|
| sight of the human being. Scientific
| |
| | others and deal with hurt and
|
| method is largely inappropriate
| |
| | misunderstanding through the use of
|
| for studying human experience, or at
| |
| | language. Opportunities are
|
| least, it does not go far enough.
| |
| | provided for children to develop and to
|
| As the name suggests, Humanistic
| |
| | be taught listening,
|
| psychology focuses on the subjective
| |
| | communication and leadership skills and
|
| experience of living rather than
| |
| | opportunities are provided for
|
| observable behavior.There are a number of
| |
| | teamwork. Children are assisted to
|
| theories, which qualify as being
| |
| | become conscious of their own
|
| Humanistic, two
| |
| | feelings and they are helped to develop
|
| of the best known being those of Carl
| |
| | a vocabulary with which to
|
| Rogers and Abraham
| |
| | express these feelings. This then has
|
| Maslow. Rogers became probably the most
| |
| | the effect of making them become
|
| influential of humanistic psychologists.
| |
| | self-confident, focused and
|
| He said that human nature is basically
| |
| | independent.The Montessori school uses
|
| good and that people have a natural drive
| |
| | humanistic learning theories to teach
|
| towards
| |
| | pupils, promoting knowledge, beauty and
|
| Self-Actualization, meaning the
| |
| | fulfillment.Dr Maria Montessori was the
|
| achievement of their full potential.
| |
| | founder of these schools and many of her
|
| This is the fundamental incentive behind
| |
| | ideas have now been adapted into
|
| the development of
| |
| | 'mainstream' education. The
|
| personality.To promote human welfare,
| |
| | Montessori school was founded in 1965
|
| Rogers maintains that people should
| |
| | and its education encourages
|
| relate
| |
| | intellectual, social, physical, creative
|
| to one another with an 'unconditional
| |
| | and moral development,
|
| positive regard', which is the
| |
| | preparing students for academic
|
| complete acceptance of another person as
| |
| | excellence, and responsible, caring
|
| he or she is, much like the
| |
| | lives. A child attending these schools
|
| love of a parent for a child.Abraham
| |
| | will be exposed to methods of
|
| Maslow, another founder of humanistic
| |
| | teaching, which promote the development
|
| psychology, proposed
| |
| | of the whole child,
|
| that people have a hierarchy of needs.
| |
| | facilitating the growth of the inner
|
| The highest of these being
| |
| | discipline and cultivating the
|
| self-actualization.Although we are not
| |
| | child's own natural joy in learning.
|
| fully aware of these needs, they are
| |
| | Montessori takes advantage of
|
| rather like
| |
| | each child's unique sensitivities and
|
| mental vitamins and if we are denied
| |
| | offers exercises in language
|
| them, we can never be fully
| |
| | development, sensorimotor development,
|
| mentally healthy. He observed that if we
| |
| | reading, mathematics, physical
|
| are lacking in any of these
| |
| | and natural sciences, geography and
|
| needs, then difficult behavior is often
| |
| | cultural studies, music, art,
|
| the result. If the needs are
| |
| | drama and body movements. These are all
|
| met, then mentally healthy behavior is
| |
| | activities used in practical
|
| the outcome. A child learns,
| |
| | life. The materials and activities are
|
| according to Maslow because he or she is
| |
| | designed to help the child to
|
| inwardly driven and gains
| |
| | progress at their own rate. Young
|
| reward from a sense of achievement that
| |
| | children do not have to join in on
|
| learning something difficult
| |
| | group activities if they do not wish, as
|
| provides. He also said that learning is
| |
| | they have a right to keep
|
| not an end in itself but the
| |
| | working at their own exercises. They may
|
| means to progress towards the height of
| |
| | also observe instead of
|
| self-development, which he
| |
| | joining in if they wish but must not
|
| terms 'self actualization'. After the
| |
| | interfere or become disruptive.
|
| basic needs of physical survival
| |
| | They are not forced to share with
|
| and safety, Maslow places the needs of
| |
| | another child if they wish to work
|
| belonging and love. The next
| |
| | by themselves. As mentioned earlier,
|
| highest group of needs is covered by the
| |
| | many of the ideas of Maria
|
| term 'esteem', and at the
| |
| | Montessori have been adapted and are
|
| top of the hierarchy is the need for
| |
| | used in 'mainstream' schools but
|
| self-actualization (man's desire
| |
| | not without their problems. Children are
|
| for self-fulfillment).Beginning at an
| |
| | still compelled to attend and
|
| early age, children evaluate themselves
| |
| | there are still rules to abide by. There
|
| and their own
| |
| | is little choice in the
|
| actions. They learn that what they do is
| |
| | curriculum content, and the sharing of
|
| sometimes good and sometimes
| |
| | teacher's time and resources
|
| bad. They develop a self-concept, an
| |
| | with other students' could cause
|
| image of what they really are, and an
| |
| | problems for children with
|
| ideal self, an image
| |
| | differingabilities and experience. Also
|
| of what they would like to be.
| |
| | pupils have to put up with an
|
| The primary focus of humanistic
| |
| | instructional tempo that is often either
|
| education is placed on the development
| |
| | too fast or too slow.Humanistic learning
|
| of the whole child placing a major
| |
| | styles are all based on intrinsic
|
| emphasis on the regulatory and the
| |
| | learning
|
| affective/emotional system. Huitt
| |
| | principles. Intrinsic learning is
|
| described this in his systems
| |
| | learning that fructifies in
|
| model of human behavior.Humanism
| |
| | self-actualization or growing to full
|
| concentrates upon the development of the
| |
| | humanness.
|
| child's
| |
| | Intrinsic learning is learning to be a
|
| self-concept. It is important for a
| |
| | person. In opposition, must of
|
| child to feel good about itself,
| |
| | classroom teaching is of the extrinsic
|
| and this involves them understanding
| |
| | variety. Pleasing the teacher
|
| their own strengths and
| |
| | or aiming for certain grades. Once
|
| weaknesses and having a belief in their
| |
| | rewards terminate then learning
|
| ability to improve. The
| |
| | ceases. In intrinsic learning, learning
|
| humanistic approach states that
| |
| | continues despite the presence
|
| education is about creating a need
| |
| | or absence of external rewards because
|
| within the child and instilling
| |
| | growth towards psychological
|
| self-motivation.Because a child's
| |
| | health and the satisfaction gained from
|
| behavior is continuously being evaluated
| |
| | self actualization is an
|
| by parents
| |
| | intrinsic reward.In concluding, I can
|
| and others, sometimes positively and
| |
| | only say that the purpose of humanistic
|
| sometimes negatively, he soon
| |
| | education
|
| learns to distinguish between those
| |
| | is to provide a foundation for personal
|
| thoughts and actions that are
| |
| | growth and development so that
|
| considered good and those that are not.
| |
| | learning will continue throughout life
|
| The poor experiences become
| |
| | in a self directed mannerI have discussed
|
| excluded from the self-concept, even
| |
| | the theoretical approach of humanism and
|
| though they may be quite valid or
| |
| | have
|
| natural and the good ones
| |
| | evaluated its principles, assumptions
|
| remain.Obviously there must be certain
| |
| | and methods used for teaching
|
| restrictions on behavior and Rogers
| |
| | child learners. I have brought in the
|
| suggests that the best approach is for
| |
| | contributions of two individual
|
| the parents to recognize
| |
| | theorists, Maslow and Rogers and have
|
| children's feelings as valid, while
| |
| | discussed their work.Rogers developed
|
| explaining any reasons for
| |
| | client centered therapy putting the
|
| restraint.
| |
| | client and
|
| With children, a high priority is placed
| |
| | facilitator on a more equal footing and
|
| on the development of their
| |
| | Maslow developed a hierarchy
|
| personal growth and a sense of respect
| |
| | of needs giving us ideas about personal
|
| for oneself and other. They
| |
| | growth.Humanism for the individual means
|
| need to be are taught to recognize their
| |
| | that we must accept responsibility
|
| responsibility to the
| |
| | for our own lives and that we should
|
| community. A child's growth in these
| |
| | enjoy life to the full in ways
|
| areas prepares them for continued
| |
| | that respect the well being of
|
| success in future academic, personal and
| |
| | others.Humanistic psychology has given us
|
| social situations.Humanistic schools
| |
| | a new, global model of human
|
| believe that emotional factors, personal
| |
| | behavior that is refreshingly different
|
| growth and
| |
| | from the dominant
|
| development are of the highest values.
| |
| | deterministic approaches of behaviorism
|
| They argue that these are
| |
| | and psychoanalysis.We can see the
|
| ignored in a society, which is unduly
| |
| | self-initiated learning is the most
|
| materialistic, objective and
| |
| | lasting and
|
| mechanistic. Humanistic psychologists
| |
| | pervasive. We can also see that
|
| believe that society, schools
| |
| | significant learning takes place when
|
| and colleges exist to meet the needs of
| |
| | the subject matter is relevant to the
|
| the individual learner and not
| |
| | personal interests of the
|
| the other way around. They believe that
| |
| | student.Humanistic techniques have wide
|
| learners should be allowed to
| |
| | applications after schooling and a
|
| pursue their own interests and talents
| |
| | good, solid foundation in an educational
|
| in order to develop themselves
| |
| | setting will provide a basis
|
| as fully as possible intheir own unique
| |
| | for the future when in the workplace,
|
| direction. Rogers said that 'no-one
| |
| | personal relationships and in
|
| should ever try
| |
| | further education. Humanism has helped
|
| to learn something for which he sees no
| |
| | us to a better understanding of
|
| relevance' and that learning
| |
| | such diverse things as how people
|
| should be its own reward. The main
| |
| | experience joy or facedeath, and with
|
| principles
| |
| | children, has developed self confident,
|
| suggested by humanistic psychologists
| |
| | focused and
|
| have been highly influential,
| |
| | independent learners who continue to
|
| especially in adult education and
| |
| | learn in a self directed manner,
|
| training.
| |
| | following their own intrinsic interests
|
| A humanistic teacher aims for good
| |
| | growing to their full
|
| things and the approaches are
| |
| | potential.Mary Anne has been writing for
|
| highly dependent on the capabilities of
| |
| | custom essay writing service for 5 years.
|
| the teacher.There are a variety of ways
| |
| | You can ask her about college esays or
|
| in which teachers can implement the
| |
| | dissertation writing service.
|
