Humanism
Learning Theory Highlights:
The ultimate goal of Humanism is self-actualization and personal development through critically reflecting on past experiences and beliefs. Humanists believe change is essential to reform society as a whole so we can reach our full potential, and that true learning only occurs for the purpose of meeting personal self-actualized needs. Psychologists Abraham Maslow and Carl Rogers founded the learning theory in the 1950’s. American sociologist Jack Mezirow founded the concept of Transformative Learning, a key concept of the Humanistic Learning Theory.
Maslow studied motivation and believed that people were not motivated by rewards and unconscious desirers but rather everyone has a hierarchy system of deficiency needs such as physiological, safety, social, and esteem needs, and growth needs of self-actualization.
Rogers focused on a person-centered approach to learning and believed that individuals work to achieve ‘the good life’ upon which one has reached their full potential.
Mezirow developed transformative learning where one must continue to transform by developing autonomous thinking in order to continue to improve.
Why?
I associate with humanism because I believe that most people including myself do not have only one calling in life, and as humans we are continuously adapting. Our surroundings change, our feelings may change, and most definitely our hobbies, interests, or career will change. It is becoming increasingly uncommon for one person to stick to one job for the lifespan of their career. The thought of that really scares me as I do not like being tied down to one thing. I enjoy the freedom to be able to reach my own full potential to become a self-actualized individual.
“This process of the good life is not, I am convinced, a life for the faint-hearted. It involves the stretching and growing of becoming more and more of one's potentialities. It involves the courage to be. It means launching oneself fully into the stream of life. (Rogers 1961)”
I believe that money alone will not motivate individuals, according to Maslow, providing a healthy, safe, loving, supportive environment that allows individuals to reach their full potential is much more intrinsically rewarding.
Role of the Learner
The role of the Humanistic learner is to be a self-directed learner in order to get as much out of the experience as they put in. Students study subjects that they are intrinsically motivated in, which will help them continue to grow on their journey to becoming self-actualized.
“A person learns significantly only those things that are perceived as being involved in the maintenance of or enhancement of the structure of self” (Rogers, 1951).
These learners are on their own individual journeys, and will go the extra mile to get the most out of what they have leaned.
“Human motivation is based on people seeking fulfillment and change through personal growth. Self-actualized people are those who are fulfilled and doing all they are capable of” (Maslow)
Humanistic students view the world as a child does, open to new thoughts and ideas and accepting everything as it is. The learner is the main focus; it is about them and their journey to become self-actualized. Each student will process the course material differently depending on his or her previous experiences and ability to critically reflect upon it.
According to Maslow, behaviour that leads to self actualization include experiencing life like a child, trying new things, listening to your own feelings, and self awareness.
Rogers believed that the student should have a growing openness to experience, live each moment to the fullest, be creative, and constantly strive towards actualization.
Mezirow stated that students must engage in critical reflection on their experiences, which in turn leads to a perspective transformation.
Role of the Teacher
The role of the humanist teacher is to be a facilitator or coach. The facilitator is merely there to guide the student through their personal learning experience. It is much more empowering for a learner to discover an answer on their own as in transformative learning, instead of being told verbatim how or why something happens. One of the most important duties of facilitators is to set the mood for a positive learning environment where students feel safe and free to be creative. Encouraging open mindedness is key for learning facilitators to allow students to critically reflect on their past experiences and beliefs.
“Before a student's cognitive needs can be met they must first fulfill their basic physiological needs. For example a tired and hungry student will find it difficult to focus on learning. Students need to feel emotionally and physically safe and accepted within the classroom to progress and reach their full potential.”(Maslow 1968)
In virtual online classrooms, the same principals apply, students must feel comfortable, and it is the facilitator’s duty to create an open, friendly environment where trust is developed. Students should also be encouraged to contradict proposed ideas and challenge concepts they are learning. The facilitator should be open to learning from the students and continuously interact with them to build a positive relationship. In order to foster transformative learning, the educator's role is to assist learners in becoming aware and critical of assumptions.
Three Classroom Examples
Three classroom examples of Humanism would be:
Use Case Studies to provide real-life examples for students and the opportunity to analyze the outcomes of choices and actions taken. Case studies can be individual or group projects to allow students to practice taking their own path to reach the results required.
Allow the student to choose their projects to suite their own interests. This allows the learner to maximize their full potential to really showcase the extent of their learning. Have the students set their own goals and even complete a self-assessment at the end.
Using a blog or journal assignment to allow students to showcase all of their learning that happens outside of the other assignments. This encourages students to follow their passions without restriction to a specific assigned topic. The learning facilitator can even provide additional resources for students to research in more depth out of personal interest.
Citations
Carl Rogers. (n.d.). Retrieved from http://www.bapca.org.uk/about/carl-rogers.html
Du, J. (2012). Application of Humanism Theory in the Teaching Approach. Higher Education of Social Science, Vol. 3(No. 1, 2012), Pp. 32-36. Retrieved from http://www.cscanada.net/index.php/hess/article/viewFile/j.hess.1927024020120301.1593/2750
Humanistic Theory. (n.d.). Retrieved from http://www.learningandteaching.info/learning/humanist.htm
Maslow, Abraham H. (1908-1970) Humanistic Theory of Learning. (n.d.). Retrieved from http://www.lifecircles-inc.com/Learningtheories/humanist/maslow.html
McLeod, S. A. (2014). Maslow's Hierarchy of Needs. Retrieved from www.simplypsychology.org/maslow.html
Merriam, Sharan, and Laura Bierema. "Traditional Learning Theories." Adult Learning Linking Theory and Practice. First ed. San Francisco: Jossey-Bass, 2014. 29 - 31. Print.
