Humanism

If you deliberately plan on being less than you are capable of being, then I warn you that you'll be unhappy for

the rest of your life. Abraham Maslow

Are these outcomes okay with you?

• Say who the main Humanist theorists are, and appraise some of their ideas

• Evaluate how these theories may apply in your teaching practice

• Critically review the practicalities of a humanistic approach to learning in your own setting

If I was a Humanist teacher I would let you

Decide yourselves what you want to do, e.g.• Stay and be part of teacher directed input• Take PowerPoint slides, find a space and

discuss with peers- returning to ask facilitator, where necessary, for clarification

• Go to IT suite, access this PowerPoint in Moodle and other resources on reading list and find out as much as you feel you need

• Or a combination of above• HOWEVER I am just a bossy teacher, so….!

Tonight’s guest speaker

• http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=related

What is Humanism?

• What you think it might mean

• Does it just apply to learning theory?

What is Humanism? Dignity Enlightenment Truth Seeking Goodness More than sum

of parts Self

‘actualisation’ Hopeful

Motivating Affirmative Celebratory Holistic Human

Potential Growth Openness

From late 1950’s

• Humanism emerged as different approach• Humanists refuse to accept the idea that

behaviour is determined by the environment • Science cannot explain human behaviour and

learningHumanist psychologists emphasise:• Independence • individual dignity• A conscious capacity to develop personal

competence

Influential theorists

• Abraham Maslow “growth is a rewarding and exciting process”

• Carl Rogers- clinical psychologist - congruence, empathy, respect

• David Kolb – experience it then make sense of it

Maslow’s hierarchy of needs

Humanism and Maslow• Humanistic teacher puts effort into developing

student self-esteem while ensuring deficiency needs minimised

• Students must feel good about themselves (high self-esteem),

• Recognise individuality, allow choice, respect uniqueness

• Student-centred• Self determination leads to self actualisation

Other differences with behaviourism

• The behaviourists might advocate positive reinforcement such as praise, and punishment in the form of negative criticism but…

• Blame and punishment rejected by humanists• Praise should come from student where possible

(self praise) not teacher/ facilitator• Develop the innate potential of every person.

Let each become all s/he is capable of becoming.

Rogers see ‘Freedom to Learn’ (1969)

• Experience is the ‘highest authority’• People are basically positive• Unconditional positive regard essential

Teachers take a facilitation role:• Congruence: honesty with self student• Empathy: feel what they feel• Respect: accept- give Unconditional regard

Rogers’ classroom• Place learners at the centre of the process• Through active self discovery rather than

responding to stimuli• Learn how to learn and why to learn• Threat free atmosphere• Relationships more important than activities- it’s not

a bag of tricks!• Learn by experience• Job of the teacher is to generate conditions for

learners to develop their own self-concept.

Risks and Joys?(Think about your own groups)

Experiential learning• Experiential Learning (Kolb)

American educational theorist David A. Kolb believes “learning is the process whereby knowledge is created through the transformation of experience” The theory presents a cyclical model of learning, consisting of four stages shown below. One may begin at any stage, but must follow each other in the sequence:

• concrete experience (or “DO”) • reflective observation (or “OBSERVE”) • abstract conceptualization (or “THINK”) • active experimentation (or “PLAN”)

A.S.Neill (1983 – 1973)

• Neill - happiness of the child should be paramount in decisions on upbringing

• happiness grows with sense of personal freedom

• Deprivation of this sense of freedom during childhood causes psychological disorders of adulthood.

• Recognised amongst the top 12 people who have influenced British schooling during the last millennium (TES 31.12.1999)

Summerhill

• http://www.summerhillschool.co.uk/• Founded in 1921• Presently has 95 pupils• There is a wide choice of subjects, up to and above

GCSE level• there is no compulsion to attend. • One person one vote on council students = teachers• 2007 +ve Ofsted though debate continues politically-

why?

• http://ie.youtube.com/watch?v=GdwjvxcJHTA

General criticisms

•Humanistic aims not clearly defined •Not easily measured- where does it fit in national system?•In reality world is brutish and dog eat dog- why pretend otherwise?•Humanistic approaches dependent upon the capabilities of the teacher•Young people cannot shift to humanistic principles- likely to abuse them

Traditional education

Compelled to attendCompelled to attend

Little choice in the content of a curriculum, the value of which may not be apparent.

Little choice in the content of a curriculum, the value of which may not be apparent.

Share teacher’s time and other resources with other students.

Share teacher’s time and other resources with other students.

Have to put up with an instructional tempo that is often either too fast or too slow.

Have to put up with an instructional tempo that is often either too fast or too slow.

Set of rules - not talking, moving around, going to the toilet.

Set of rules - not talking, moving around, going to the toilet.

Classmates differ from one another in ability and experience.

Classmates differ from one another in ability and experience.

The Open Classroom Goals - individual growth, critical thinking, self-reliance, co- operation, commitment to lifelong learning

Goals - individual growth, critical thinking, self-reliance, co- operation, commitment to lifelong learning

Most important person - student not teacher.

Most important person - student not teacher.

Not curriculum bound

Not curriculum bound

Not age/grade locked.

Not age/grade locked.

Student-centred - intensive, but relaxed teacher/pupil contact.

Student-centred - intensive, but relaxed teacher/pupil contact.

Needs low teacher/pupil ratio

Needs low teacher/pupil ratio

de-emphasises schedules.

de-emphasises schedules.

Students tend to have better self-concepts and are more creative and co- operative

Students tend to have better self-concepts and are more creative and co- operative

The open classrooms - concerns

• De-emphasises schedules.

• Almost no control or competition

• Difficult to draw the line between chaos and order, rebelliousness and expression of rights.

• Productive and unproductive time.

• Academic achievements are lacking.

What could be gained?

Think about the positives of this approach (NO negative ideas allowed!)

–How would you, your learners and your organisation benefit?–How would the teaching and learning benefit? Any other benefits?

•Spend 10-15 minutes on this an be prepared to feed back in class

Summary of the theory

http://www.youtube.com/watch?feature=player_detailpage&v=tVw_QDuUHzE

Finally

Some things you could do:

•Where possible allow students to make choices and manage their own learning

•Work to establish a warm, positive class atmosphere

•Act as a facilitator providing help and encouragement

•Help students increase their self-esteem

In class activities

Re-cap Behaviourism

Group 1: why is/isn’t classical conditioning relevant in the modern classroom?

Group 1: why is/isn’t classical conditioning relevant in the modern classroom?

Group 2: which subjects might behaviourism be more

appropriate for and why?

Group 2: which subjects might behaviourism be more

appropriate for and why?

Group 4: How do behaviourists view reward and punishment?

Group 4: How do behaviourists view reward and punishment?

Group 5: What teaching strategies reflect behaviourist principles?

Group 5: What teaching strategies reflect behaviourist principles?

One person writes a separate point on each – for each group of 3 people

Group 6: What are the criticisms of the behaviourist approach to learning?

Group 6: What are the criticisms of the behaviourist approach to learning?

Group 3: How do behaviourists view learners and learning?

Group 3: How do behaviourists view learners and learning?

What is Humanism?

• What you think it might mean

• Does it just apply to learning theory?

Self actualisationSo close you eyes and imagine a different So close you eyes and imagine a different world in which humanism rules educationworld in which humanism rules education.

What can you do

to create

opportunities for

self-actualisation

in your classroom?

What gets in the

Way?

What could be gained?

Think about the positives of this approach (NO negative ideas allowed!)

–How would you, your learners and your organisation benefit?–How would the teaching and learning benefit? Any other benefits?

•Spend 10-15 minutes on this an be prepared to feed back in class

So how does this apply to your teaching?

Think about your own subject specialism AND your students

•What issues do you think you would face if you were to take a humanist approach?

•Spend 15 minutes coming up with some answers

•Be prepared to share them

Assignment

• 5 minutes to reflect

• Have a look at the outcomes

• Working by yourself draw a mindmap/spider diagram of what you will include from today’s session in your commentary

• When you have finished have a peep at a neighbours ideas