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LEARNED-CENTEREDNESSLEARNED-CENTEREDNESSWhat does it mean in Higher What does it mean in Higher
EducationEducation
Antonio Monteiro dos Santos, Ph.D.Antonio Monteiro dos Santos, Ph.D.
Clinical, Coaching & Consulting Psychology. Training Clinical, Coaching & Consulting Psychology. Training and Consultation with schools and organizations. and Consultation with schools and organizations.
Author of the book: Miracle Moments and Co-Author Author of the book: Miracle Moments and Co-Author with Dr. Villas-Boas and Dr. Rogers of the book: with Dr. Villas-Boas and Dr. Rogers of the book:
When the heart Speaks.When the heart Speaks.E-mail: [email protected]: [email protected]
Learned-CenterednessLearned-CenterednessThe Humanistic roots The Humanistic roots
• Eastern and Western Philosophy and Eastern and Western Philosophy and PsychologyPsychology
• Philosophy and Psychology of Hinduism and Philosophy and Psychology of Hinduism and Buddhism – The Importance of the Self in Buddhism – The Importance of the Self in Hinduism and No self in Buddhism as the Hinduism and No self in Buddhism as the essence of beingessence of being
• Learning is the way to discover one’s own Learning is the way to discover one’s own essence and realizing the power of the mindessence and realizing the power of the mind
• Socrates and Plato – the importance of wisdom Socrates and Plato – the importance of wisdom versus intelligence – The battle with sophists. versus intelligence – The battle with sophists.
Learned-CenterednessLearned-CenterednessThe Humanistic rootsThe Humanistic roots• Søren Kierkegaard and Friedrich Nietzsche dawn Søren Kierkegaard and Friedrich Nietzsche dawn
of existentialism – finding the true meaning of of existentialism – finding the true meaning of being humanbeing human
• Edmund Husserl (1859-1938) – Phenomenology – Edmund Husserl (1859-1938) – Phenomenology – study of the phenomenastudy of the phenomena
• Martin Heidegger (1889-1976), German Martin Heidegger (1889-1976), German Philosopher – the discovery of one’s wholenessPhilosopher – the discovery of one’s wholeness
• The French philosopher Maurice Merleau-Ponty The French philosopher Maurice Merleau-Ponty (1908-1961) Individuals cannot be understood (1908-1961) Individuals cannot be understood apart from their context.apart from their context.
• Martin Buber(1878-1965) I and Thou relationshipMartin Buber(1878-1965) I and Thou relationship
Learned-CenterednessLearned-CenterednessThe Humanistic rootsThe Humanistic roots
• Birth of Humanistic PsychologyBirth of Humanistic Psychology• The humanistic movement in The humanistic movement in
psychology has emphasized the search psychology has emphasized the search for a philosophical and scientific for a philosophical and scientific understanding of human existence that understanding of human existence that does justice to the highest reaches of does justice to the highest reaches of human achievement and potential.human achievement and potential. (Moss, 2008) (Moss, 2008) ((http://www.aapb.org/i4a/pages/index.cfm?pageID=3662http://www.aapb.org/i4a/pages/index.cfm?pageID=3662))
Learned-CenterednessLearned-CenterednessThe Humanistic rootsThe Humanistic roots
• Abraham Maslow (1908-1970)– psychology Abraham Maslow (1908-1970)– psychology of the whole person – study of fully of the whole person – study of fully functioning creative individualsfunctioning creative individuals
• Carl Rogers (1902-1987) – the human Carl Rogers (1902-1987) – the human being is basically good and goodness can being is basically good and goodness can be uncoveredbe uncovered
• The whole person (cognition, emotions, The whole person (cognition, emotions, beliefs, attitudes, etc) has to be considered beliefs, attitudes, etc) has to be considered in all activities including learning in all activities including learning
Theories of LearningTheories of Learning
• D. Ausubel – Meaningful Learning – D. Ausubel – Meaningful Learning – Subsumption theory – primary process Subsumption theory – primary process new material related to pre-existing new material related to pre-existing ideas in the cognitive structureideas in the cognitive structure
• Bandura – importance of observing Bandura – importance of observing and modeling behaviors, attitudes and and modeling behaviors, attitudes and emotional reactions of othersemotional reactions of others
• Behaviorism – Watson and Skinner – Behaviorism – Watson and Skinner – behavior is basis for learningbehavior is basis for learning
Theories of LearningTheories of Learning
• Constructivist theory – J Bruner - learning is Constructivist theory – J Bruner - learning is an active process in which learners construct an active process in which learners construct new ideas or concepts based upon their new ideas or concepts based upon their current/past knowledge. (current/past knowledge. (http://tip.psychology.org/bruner.htmlhttp://tip.psychology.org/bruner.html))
• Other constructivists Piaget and Vygotsky Other constructivists Piaget and Vygotsky
• The Cognitive Information Processing theories The Cognitive Information Processing theories - memory and processing of information – - memory and processing of information – computer metaphor – bits and bites computer metaphor – bits and bites
Theories of Learning and Theories of Learning and Learning Centered theoryLearning Centered theory
• Interface between the different theories Interface between the different theories of learning and Learning Centered Theoryof learning and Learning Centered Theory
• Basic difference between Learning Basic difference between Learning Centered theory and Behavioral theories Centered theory and Behavioral theories of learningof learning
• How knowledge can be integrated from How knowledge can be integrated from different theories with Learning Centered different theories with Learning Centered and its implication for practical and its implication for practical applicationapplication
The Learner Centered Theory The Learner Centered Theory and Approach to learningand Approach to learning
• ““The educational system is probably The educational system is probably the most influential of all institutions-the most influential of all institutions-outranking the family, the church, outranking the family, the church, the police, and the government-in the police, and the government-in shaping the interpersonal politics of shaping the interpersonal politics of the growing personthe growing person.” .”
Carl Rogers (1977- Carl Rogers on Personal Power, p. 69)Carl Rogers (1977- Carl Rogers on Personal Power, p. 69)
Carl R. Rogers, Ph.D. Carl R. Rogers, Ph.D.
• Who he was?Who he was?
• The Man and my The Man and my personal knowledgepersonal knowledge
• A Psychologist, a A Psychologist, a Professor and a Professor and a Behavioral ScientistBehavioral Scientist
• La Jolla and my La Jolla and my relationship with relationship with RogersRogers
Philosophy of PCAPhilosophy of PCA
•A philosophy of lifeA philosophy of life
- The individual is inherently good- The individual is inherently good
- Non judgment as the source of - Non judgment as the source of inner wisdominner wisdom
- Given the proper conditions - Given the proper conditions everyone independent of race, color, everyone independent of race, color, nationality, disability and so on can nationality, disability and so on can grow, develop, and realize their full grow, develop, and realize their full potentialpotential
The Philosophy of PCAThe Philosophy of PCA
•Self Realization: Self Realization:
A self realized individual is guided by A self realized individual is guided by his inner real self instead of simple his inner real self instead of simple following the society standardsfollowing the society standards
The Philosophy of PCAThe Philosophy of PCA• Self Realization:
- The process of becoming the best that you can be. - Achieving one’s full potential - To grow, to learn, to develop, and to mature - One lives more in accordance with his inner self
The Philosophy of PCAThe Philosophy of PCA
• Every living system attempts every Every living system attempts every moment to recover its path toward moment to recover its path toward growth and maturinggrowth and maturing
• Mistakes are the ways living systems Mistakes are the ways living systems try to correct themselves – They are try to correct themselves – They are an opportunity for learning and not an opportunity for learning and not an opportunity for punishmentan opportunity for punishment
The Philosophy of PCAThe Philosophy of PCA• The Actualizing Tendency:The Actualizing Tendency:
• - Everyone has within themselves the - Everyone has within themselves the power to grow, to develop, and to become power to grow, to develop, and to become the best that they can be. (Rogers, 1902-the best that they can be. (Rogers, 1902-1987)1987)
• - There is a movement within everyone - There is a movement within everyone that never stops toward maturing and that never stops toward maturing and more complexity and it does not matter more complexity and it does not matter one’s condition in life. (Rogers, 1902-1987) one’s condition in life. (Rogers, 1902-1987)
The Actualizing TendencyThe Actualizing Tendency
• The substratum of all human motivation is The substratum of all human motivation is the organismic tendency toward fulfillment the organismic tendency toward fulfillment (Rogers, 1977, p. 242)(Rogers, 1977, p. 242)
• ……there is one central source of energy in there is one central source of energy in the human organism; that it is a the human organism; that it is a trustworthy function of the whole organism trustworthy function of the whole organism rather than of some portion of it; and that rather than of some portion of it; and that it is perhaps best conceptualized as a it is perhaps best conceptualized as a tendency toward fulfillment, toward tendency toward fulfillment, toward actualization, not only toward maintenance actualization, not only toward maintenance but also toward enhancement of the but also toward enhancement of the organism. (Rogers, 1977, p. 242-243)organism. (Rogers, 1977, p. 242-243)
The Learning Centered Theory The Learning Centered Theory to Learningto Learning
• All human beings have a natural desire to All human beings have a natural desire to learn (Rogers, 1902-1987)learn (Rogers, 1902-1987)
• Learning takes place best when there is Learning takes place best when there is facilitative climate in the classroom facilitative climate in the classroom because there is trust, high self-esteem, because there is trust, high self-esteem, better communication, more relaxed better communication, more relaxed environment environment
• “…“…the goal of education, if we are to the goal of education, if we are to survive, is the facilitation of change and survive, is the facilitation of change and learning”. (Rogers, 1994, p. 152) Instead learning”. (Rogers, 1994, p. 152) Instead of simply giving information.of simply giving information.
The Politics of EducationThe Politics of Education
• Traditional Mode:Traditional Mode:– The teacher is the possessor of knowledge, The teacher is the possessor of knowledge,
the student the expected recipientthe student the expected recipient– The lecture, the textbook, …other means of The lecture, the textbook, …other means of
verbal instruction are the major method of verbal instruction are the major method of getting knowledge into the recipientgetting knowledge into the recipient
– The teacher is the possessor of power, the The teacher is the possessor of power, the student the one who obeysstudent the one who obeys
The Politics of EducationThe Politics of Education
• Traditional Mode:Traditional Mode:– Rule by authority is the accepted policy in the Rule by authority is the accepted policy in the
classroomclassroom– Trust is at a minimumTrust is at a minimum– The subjects (students) are best governed by The subjects (students) are best governed by
being kept in an intermittent or constant state of being kept in an intermittent or constant state of fearfear
– Democracy and its values are ignored and Democracy and its values are ignored and scorned in practicescorned in practice
– There is no place for the whole person in the There is no place for the whole person in the educational systems only a place for her educational systems only a place for her intellect. (Rogers, 1994, p. 210-211)intellect. (Rogers, 1994, p. 210-211)
The Politics of EducationThe Politics of Education
• The Learned Centered Mode:The Learned Centered Mode:• The precondition:The precondition: A leader or a person who is perceived as an A leader or a person who is perceived as an
authority figure in the situation is sufficiently authority figure in the situation is sufficiently secure within herself and in relationships secure within herself and in relationships with others to experience an essential trust with others to experience an essential trust in the capacity of others to think for in the capacity of others to think for themselves, to learn for themselves. She themselves, to learn for themselves. She regards human beings as trustworthy regards human beings as trustworthy organisms. (Rogers, 1994, p. 212)organisms. (Rogers, 1994, p. 212)
The Politics of EducationThe Politics of Education
• The learned Centered Mode:The learned Centered Mode:– Facilitative leadership has a ripple effectFacilitative leadership has a ripple effect– The facilitative teacher shares with others the The facilitative teacher shares with others the
responsibility for the learning processresponsibility for the learning process– The facilitator provides learning resources from The facilitator provides learning resources from
within herself and her own experience and within herself and her own experience and from books, materials, or community from books, materials, or community experiencesexperiences
– The student develops his or her own program The student develops his or her own program of learning, alone or in cooperation with others.of learning, alone or in cooperation with others.
The Politics of EducationThe Politics of Education
• The learned Centered Mode:The learned Centered Mode:– The facilitator focuses on fostering the continuing The facilitator focuses on fostering the continuing
process of learningprocess of learning– A student reaches personal goals through self-A student reaches personal goals through self-
disciplinediscipline– A student evaluates her own learningA student evaluates her own learning– In this growth-promoting climate, the learning In this growth-promoting climate, the learning
tends to be deeper, proceeds at a more rapid rate, tends to be deeper, proceeds at a more rapid rate, and is more pervasive in the life and behavior of and is more pervasive in the life and behavior of the student than is learning acquired in the the student than is learning acquired in the traditional classroom.traditional classroom.
The power balance within the The power balance within the classroomclassroom
•PowerPower is the ability of a person to is the ability of a person to control or influence the choices of control or influence the choices of other persons. The term other persons. The term authorityauthority is is often used for power perceived as often used for power perceived as legitimate by the social structure. legitimate by the social structure. http://en.wikipedia.org/wiki/Power_(sociology)http://en.wikipedia.org/wiki/Power_(sociology)
Inner PowerInner Power
• No connection to externalsNo connection to externals
• Ability to feel Inner peace, happiness Ability to feel Inner peace, happiness and joy with no external connectionsand joy with no external connections
• Ability of individual to be productive Ability of individual to be productive instead of reactive, peaceful, caring, instead of reactive, peaceful, caring, resilient, inner strength, kind, and resilient, inner strength, kind, and loving. loving.
PowerPower
• Legitimate Power Legitimate Power – Power relative to position and duties in a formal organization Power relative to position and duties in a formal organization – Referent PowerReferent Power – Abiltiy to attract others and build loyalty – carisma and Abiltiy to attract others and build loyalty – carisma and
interpersonal skills.interpersonal skills.– , soldiers fight in wars to defend the honor of the country. This , soldiers fight in wars to defend the honor of the country. This
is the second least obvious power, but the most effective. is the second least obvious power, but the most effective. • Expert Power Expert Power
– Skills and expertiseSkills and expertise• Information Power Information Power
– Person well informed, up-to-date and ability to persuade others. Person well informed, up-to-date and ability to persuade others. • Reward Power Reward Power
– Capacity to give benefits, time off, desired gifts, promotions or Capacity to give benefits, time off, desired gifts, promotions or increase in pay and responsibility. Coercive Power increase in pay and responsibility. Coercive Power
– Coercive Power means the application of negative influences Coercive Power means the application of negative influences onto employees. Fear and obedience.onto employees. Fear and obedience.
Does Freedom really exists?Does Freedom really exists?
• Richard LovelaceRichard Lovelace's poem echoes this 's poem echoes this experience:experience:– Stone walls do not a prison make Stone walls do not a prison make – Nor iron bars a cage Nor iron bars a cage – Minds innocent and quiet take Minds innocent and quiet take – That for an hermitage That for an hermitage
http://en.wikipedia.org/wiki/Freedom_%28philosophy%29http://en.wikipedia.org/wiki/Freedom_%28philosophy%29
Does Freedom really exists?Does Freedom really exists?
• The protection of interpersonal The protection of interpersonal freedom can be the object of a social freedom can be the object of a social and political investigation, while the and political investigation, while the metaphysical foundation of inner metaphysical foundation of inner freedom is a freedom is a philosophicalphilosophical and and psychologicalpsychological question ( question (http://en.wikipedia.org/wiki/Freedom_%28philosophy%29http://en.wikipedia.org/wiki/Freedom_%28philosophy%29))
• Sartre: Humans “are condemned to Sartre: Humans “are condemned to be free”be free”
• Inner Freedom versus external Inner Freedom versus external freedomfreedom
Freedom and CommitmentFreedom and Commitment
• If we see teaching as a facilitative If we see teaching as a facilitative process in which the individual is process in which the individual is valued, then the words freedom and valued, then the words freedom and commitment take on very vital commitment take on very vital meanings. (Rogers, 1994, p. 296)meanings. (Rogers, 1994, p. 296)
• The free and self directed student is The free and self directed student is highly commited. highly commited.
Learning and Inner FreedomLearning and Inner Freedom
• Learning as a way to inner freedomLearning as a way to inner freedom
• Henry Thoreau’s life, Sir Thomas Henry Thoreau’s life, Sir Thomas Moore, Prime Minister of England, Moore, Prime Minister of England, Gandhi, Carl Rogers.Gandhi, Carl Rogers.
Practicing Learning Centered ApproachPracticing Learning Centered ApproachThe Conditions for LearningThe Conditions for Learning
Learning-CenterednessLearning-Centeredness
StudentStudentStudent
Student
Professor
Student
Student
Professor Centered
Learning (Person)
Professor
StudentStudent
OthersInternet Library
Learning Centered (Person)
Practicing Learned Centered ApproachPracticing Learned Centered ApproachThe Conditions for LearningThe Conditions for Learning
• It requires the trust and knowledge that:It requires the trust and knowledge that:– Individuals have within themselves vast Individuals have within themselves vast
resources for self-understanding and for resources for self-understanding and for altering their self-concepts, basic attitudes, altering their self-concepts, basic attitudes, and self-directed behavior; these resources and self-directed behavior; these resources can be tapped if a definable climate of can be tapped if a definable climate of facilitative psychological attitudes can be facilitative psychological attitudes can be provided. (Rogers, 1980)provided. (Rogers, 1980)
Two Kinds of LearningTwo Kinds of Learning
• Nonsense syllable typeNonsense syllable type– ““Large portions of the curriculum are meaningless,” “has Large portions of the curriculum are meaningless,” “has
no personal meaning” for the student, it involves the no personal meaning” for the student, it involves the intellect only, “it does not involve feelings or personal intellect only, “it does not involve feelings or personal meanings.”meanings.”
• Significant, meaningful, experiential learning type Significant, meaningful, experiential learning type – This kind of learning has personal meaning and practical This kind of learning has personal meaning and practical
application to daily life, it involves thoughts and feelings, application to daily life, it involves thoughts and feelings, it involves personal and self-initiated involvement, it involves personal and self-initiated involvement, “there is a sense of discovery, of reaching out, of “there is a sense of discovery, of reaching out, of grasping and comprehending coming from within”, locus grasping and comprehending coming from within”, locus of evaluation resides within, and it has meaning. of evaluation resides within, and it has meaning. (Rogers, 1994, p.36)(Rogers, 1994, p.36)
• EAEA (European Association for the Education of Adults):Key EAEA (European Association for the Education of Adults):Key qualifications according to qualifications according to Metz (2004): Metz (2004): There is a need for a new curriculum: There is a need for a new curriculum:
• „„Traditionally, the curriculum consisted of Traditionally, the curriculum consisted of three elements: knowledge, skills, attitudes, three elements: knowledge, skills, attitudes, which tends to value knowledge above skills, which tends to value knowledge above skills, and skills, above attitudes. Experiences of and skills, above attitudes. Experiences of life suggest other priorities: life suggest other priorities: positive positive attitudesattitudes are are keykey to a to a rewarding life and jobrewarding life and job, , skills are also more important than skills are also more important than knowledge. These priorities should be knowledge. These priorities should be asserted in the asserted in the development of a new development of a new curriculumcurriculum, which would raise the value of , which would raise the value of social capital, civil societysocial capital, civil societyand the role of non-formal learning.” and the role of non-formal learning.”
Arguments: Arguments:
Significant, Meaningful, Significant, Meaningful, Experiential learning Experiential learning
• ““Significant learningSignificant learning combines combines – the logical and the intuitive, the logical and the intuitive, – the intellect and the feelings, the intellect and the feelings, – the concept and the experience, the concept and the experience, – the idea and the meaning. the idea and the meaning.
• When we learn in that way, we are When we learn in that way, we are wholewhole.” .” (Rogers, 1983) S. 20.(Rogers, 1983) S. 20.
Meaningful LearningMeaningful Learning
• Learning that makes a differenceLearning that makes a difference - in our knowledge store- in our knowledge store - in our perspective of the world- in our perspective of the world - in our skills – motor, cognitive,- in our skills – motor, cognitive, relationshipsrelationships• Learning that changes brain structureLearning that changes brain structure• Learning that supports, enables growthLearning that supports, enables growth• Learning that change a person’s life Learning that change a person’s life
(Boettcher, 1997-207)(Boettcher, 1997-207)((http://www.designingforlearning.info/present/meaningful/sld006.htmhttp://www.designingforlearning.info/present/meaningful/sld006.htm))
The main ingredients for The main ingredients for learning-centeredness learninglearning-centeredness learning
• Realness in the Facilitator of learning Realness in the Facilitator of learning –the facilitator is genuine, –the facilitator is genuine, transparent, congruent transparent, congruent
• Prizing, acceptance, trust - Prizing, acceptance, trust -
Unconditional positive RegardUnconditional positive Regard
• Empathic understanding - Empathy Empathic understanding - Empathy
Rogers Rogers The Ingredients The Ingredients
• RealnessRealness, openness, transparency:, openness, transparency:– Rogers: congruence, authenticity of the Rogers: congruence, authenticity of the
facilitator; facilitator;
+ + – Real problems, situated settingReal problems, situated setting– Open feedback, Open feedback, – transparent reactions, multiple perspectivestransparent reactions, multiple perspectives– Realness of facilitator is contagious Realness of facilitator is contagious increased increased
realness of participantsrealness of participants
RogersRogers The Ingredients The Ingredients
• AcceptanceAcceptance, respect, respect– Rogers: acceptance of the whole person, Rogers: acceptance of the whole person,
his/her the feelings, meanings, goals, his/her the feelings, meanings, goals, potentials;potentials;
++– Participation:Participation:
• in elaborating goals, choosing topics, in elaborating goals, choosing topics, suggesting projectssuggesting projects
•Self-initiated contributions are encouragedSelf-initiated contributions are encouraged– Trust in constructive team work, Trust in constructive team work,
where individuals complement one anotherwhere individuals complement one another– Self-evaluation and peer commentsSelf-evaluation and peer comments– Feeling respected nourishes respect for othersFeeling respected nourishes respect for others
Rogers Rogers The Ingredients The Ingredients
• Understanding, empathyUnderstanding, empathy– Rogers: trying to understand deep meanings, feelings, Rogers: trying to understand deep meanings, feelings,
intentions, targets, constraints, strengths of othersintentions, targets, constraints, strengths of others
++– Reacting to/exploiting particualar situations for Reacting to/exploiting particualar situations for
learninglearning– Exploiting given situations for optimal, situated course Exploiting given situations for optimal, situated course
design design – Balance between choices and curriculum requirements Balance between choices and curriculum requirements – Giving students space & time to find their waysGiving students space & time to find their ways– individual & group; active listening, co-create meaningindividual & group; active listening, co-create meaning
Rogers Rogers The Ingredients The Ingredients
• Empathic Listening and Understanding:Empathic Listening and Understanding:
• When the teacher has the ability to When the teacher has the ability to understand the student’s reactions from understand the student’s reactions from the inside, has a sensitive awareness of the inside, has a sensitive awareness of the way the process of education and the way the process of education and learning seems to the student, then learning seems to the student, then again the likelihood of significant again the likelihood of significant learning is increased. (Rogers, 1994, p. learning is increased. (Rogers, 1994, p. 157)157)
Learning Centered Theory and Learning Centered Theory and human tendency towards entropy human tendency towards entropy
• Constructive versus Destructive Constructive versus Destructive Learning:Learning:
• Constructive learning leads the individual Constructive learning leads the individual to fulfill its full potential of being to fulfill its full potential of being creative, happy and fulfilledcreative, happy and fulfilled
• Destructive learning leads to destructive Destructive learning leads to destructive thinking, feelings and behaviorsthinking, feelings and behaviors
• These main ingredients mentioned These main ingredients mentioned before are essential for constructive before are essential for constructive learning to take placelearning to take place
Teaching and Learning through Teaching and Learning through SCA/PCASCA/PCA• In education, key issues have always been In education, key issues have always been
that of deep and persistent learning that that of deep and persistent learning that allows all participants to develop or grow allows all participants to develop or grow as whole persons rather than just extend as whole persons rather than just extend their knowledge on some subject matter or their knowledge on some subject matter or practice. (Motchinig & Santos, 2006)practice. (Motchinig & Santos, 2006)
• Learning takes place in two levels:Learning takes place in two levels: 1 – Conscious level – Intellectual 1 – Conscious level – Intellectual
knowledgeknowledge 2 – Unconscious level – emotional, 2 – Unconscious level – emotional,
experiential, and feeling level.experiential, and feeling level.
Teaching and Learning through Teaching and Learning through Learning Centered ApproachLearning Centered Approach
• The basic hypothesis underlying The basic hypothesis underlying Person-Centered Teaching/Learning Person-Centered Teaching/Learning can be stated as follows: Human can be stated as follows: Human beings are constructive in nature and beings are constructive in nature and strive to actualize and expand their strive to actualize and expand their experiencing organism to fulfill their experiencing organism to fulfill their potential in full. (Motschnig & Santos, potential in full. (Motschnig & Santos, 2006)2006)
The Practical application of The Practical application of Three Conditions by teachersThree Conditions by teachers
• These must be held and lived by These must be held and lived by facilitators/teacher and communicated to facilitators/teacher and communicated to the learners such that they actually can the learners such that they actually can perceive them and experience them as perceive them and experience them as part of the teaching and learning part of the teaching and learning relationship. relationship.
• This can hardly be achieved if an This can hardly be achieved if an instructor looks down on his students instructor looks down on his students (Motschnig & Santos, 2006)(Motschnig & Santos, 2006)
The wholeness of the teacher The wholeness of the teacher in learner-centeredness in learner-centeredness educationeducation
• Remember that a conflicted teacher Remember that a conflicted teacher is a poor teacher and a poor learner. is a poor teacher and a poor learner. His lessons are confused and their His lessons are confused and their transfer value is limited by his transfer value is limited by his confusion (T.7.VIII.3:4-5)confusion (T.7.VIII.3:4-5)
The wholeness of the teacher The wholeness of the teacher in learner-centeredness in learner-centeredness educationeducation
•The teacher is the facilitator of The teacher is the facilitator of learning and not a giver of learning and not a giver of informationinformation
The wholeness of the teacher The wholeness of the teacher in learner-centeredness in learner-centeredness educationeducation• The importance of the teacher own growth The importance of the teacher own growth
and development as a professional and as and development as a professional and as a persona person
• Wisdom versus IntelligenceWisdom versus Intelligence
• Know thyself – a Socratic maximKnow thyself – a Socratic maxim
• The Socratic and sophist schoolThe Socratic and sophist school
The wholeness of the teacher The wholeness of the teacher in learner-centeredness in learner-centeredness educationeducation• In learned centered education the teacher In learned centered education the teacher
strives to:strives to:1. setting a positive climate for learning1. setting a positive climate for learning2. clarifying the purposes of the learner(s)2. clarifying the purposes of the learner(s)3. organizing and making available learning 3. organizing and making available learning resourcesresources4. balancing intellectual and emotional 4. balancing intellectual and emotional components of learning andcomponents of learning and5. sharing feelings and thoughts with 5. sharing feelings and thoughts with learners but not dominating.learners but not dominating.((http://http://adulted.about.com/cs/adultlearningthe/a/carl_rogers.htmadulted.about.com/cs/adultlearningthe/a/carl_rogers.htm ))
The wholeness of the teacher The wholeness of the teacher in learner-centeredness in learner-centeredness educationeducation• Effective teachers has to:Effective teachers has to:
– To be active listenerTo be active listener– To provide encouragement and To provide encouragement and
motivationmotivation– To be kind and fairTo be kind and fair– To be patientTo be patient– To listen when no oneself wouldTo listen when no oneself would
The Wholeness of the Student The Wholeness of the Student in learner-centeredness in learner-centeredness educationeducation
1. Significant learning takes place when the subject 1. Significant learning takes place when the subject matter is relevant to the personal interests of the matter is relevant to the personal interests of the student.student.2. Learning which is threatening to the self (e.g., 2. Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily new attitudes or perspectives) are more easily assimilated when external threats are at a assimilated when external threats are at a minimum.minimum.3. Learning proceeds faster when the threat to the 3. Learning proceeds faster when the threat to the self is low.self is low.4. Self-initiated learning is the most lasting and 4. Self-initiated learning is the most lasting and pervasive.pervasive.((http://http://adulted.about.com/cs/adultlearningthe/a/carl_rogers.htmadulted.about.com/cs/adultlearningthe/a/carl_rogers.htm))
The Wholeness of the Student The Wholeness of the Student in learner-centeredness in learner-centeredness education education • The student learns best when:The student learns best when:
– He or she is motivated for learningHe or she is motivated for learning– She or he is interested in learningShe or he is interested in learning– He or she is present within the He or she is present within the
classroom not only in body but also in classroom not only in body but also in mindmind
– She or he is an active listenerShe or he is an active listener– He or she is kind and fairHe or she is kind and fair
Key aspects of Learning Key aspects of Learning
• Returning to the Master/Apprentice Returning to the Master/Apprentice paradigm paradigm
• Socrates and His StudentsSocrates and His Students
• Jesus and his disciplesJesus and his disciples
• The Buddha and his followers The Buddha and his followers
The importance of Learned The importance of Learned Centered Learning in Higher Centered Learning in Higher
EducationEducation• Fostering:Fostering:
• critical thinking, creativity, critical thinking, creativity, indenpedenceindenpedence
• Self organized and self managementSelf organized and self management
• Ability to be sensitive, holding Ability to be sensitive, holding constructs flexibility, being responsible constructs flexibility, being responsible and mature and able to handle difficult and mature and able to handle difficult situations in a mature waysituations in a mature way
Miracle MomentsMiracle Moments
• Gedeon’s storyGedeon’s story
• One of the goals of the Learning One of the goals of the Learning Centered Learning is to create such Centered Learning is to create such momentsmoments
• The moments of OnenessThe moments of Oneness
• The conditions for learning are The conditions for learning are working at its bestworking at its best
Does Love has a Place within Does Love has a Place within the classroom?the classroom?
• The misunderstood wordThe misunderstood word
• The happiness to be with the otherThe happiness to be with the other
• The need to have nothingThe need to have nothing
• The one who gives without expecting The one who gives without expecting nothing is the one who wins the most nothing is the one who wins the most the one who gives expecting the one who gives expecting everything is the one who loses the everything is the one who loses the most (The Gita)most (The Gita)
The Big Aim of Learned The Big Aim of Learned Centered EducationCentered Education
• The Fully Functioning Person – Tendency The Fully Functioning Person – Tendency Towards:Towards:
• Non defensive openeness in all Non defensive openeness in all interpersonal relationshipsinterpersonal relationships
• Exploration of the self and development of Exploration of the self and development of the richness of total, individual, the richness of total, individual, responsible human, soma-mind and bodyresponsible human, soma-mind and body
• Prizing for individuals for what they are, Prizing for individuals for what they are, regardless of sex, race, status or material regardless of sex, race, status or material possessionspossessions
Fully Functioning PersonFully Functioning Person
• Close, respectful, balanced, reciprocal Close, respectful, balanced, reciprocal relationship to the natural worldrelationship to the natural world
• Perception of material goods as Perception of material goods as rewarding only when they enhance rewarding only when they enhance the quality of personal livingthe quality of personal living
• Even distribution of material goodsEven distribution of material goods• Society with minimal structure-human Society with minimal structure-human
needs taking priority over needs for needs taking priority over needs for structurestructure
Fully Functioning PersonFully Functioning Person
• Human-sized groupings in our Human-sized groupings in our communities, our educational communities, our educational facilities, our productive unitsfacilities, our productive units
• Leadership as a temporary, shifting Leadership as a temporary, shifting function, based on competence for function, based on competence for meeting a specific social needmeeting a specific social need
• More genuine and caring concern for More genuine and caring concern for those who need helpthose who need help
Fully Functioning PersonFully Functioning Person
• Human conception of science – in its Human conception of science – in its creative phase, the testing of its creative phase, the testing of its hypotheses, the valuing of the hypotheses, the valuing of the humaness of its applicationshumaness of its applications
• Creativity of all sorts – thinking and Creativity of all sorts – thinking and exploring – exploring –
Students‘ Response to Teamwork Students‘ Response to Teamwork and Relationship and Relationship
(Motschnig & Santos, 2006)(Motschnig & Santos, 2006)
• One students’ response on why it was One students’ response on why it was
easier to work in teams: easier to work in teams:
• ““Open, respectful climate and Open, respectful climate and
surrounding. Own opinions were received surrounding. Own opinions were received
and respected, general acceptance. One and respected, general acceptance. One
can express his opinion without being can express his opinion without being
afraid of any consequences. Everybody is afraid of any consequences. Everybody is
kind. Everybody was prepared to kind. Everybody was prepared to
collaborate actively and motivated to collaborate actively and motivated to
contribute to the teamwork.”contribute to the teamwork.”
• One student who did not perceive any One student who did not perceive any
difference in teamwork justified his difference in teamwork justified his
response with the following words: response with the following words:
• ““As the assignments were designed such As the assignments were designed such
as to be best solved in teams, I found it as to be best solved in teams, I found it
natural to do so. Nonetheless, I believe my natural to do so. Nonetheless, I believe my
team-work affinity and competence didn't team-work affinity and competence didn't
change radically over this relatively short change radically over this relatively short
period of time.”period of time.”
Evaluation Results – ALL (1/4)Evaluation Results – ALL (1/4)• ALL – Adult Literacy and Lifeskills SurveyALL – Adult Literacy and Lifeskills Survey
The following four scales were derived from the ALL teamwork framework that was
designed to assess the core skills associated with teamwork (Baker et al., 2005).
Figure 4: Students ratings on the effect of BP&OE on their
communication in teamwork. Scales from -2.. ‘declined’ to
0.. ‘stayed the same’ to 2 .. ‘enhanced’, n=18, N = 20
Communication in teamwork
1,11
1,17
1,00
0,72
1,28
1,11
0,94
1,17
0,41
0,0 0,5 1,0 1,5 2,0
Communicate with others effectively
Exchange clear and accurateinformation
Clarify or acknowledge the receipt ofinformation
Provide clear and accurate information
Listen effectively
Ask questions
Acknowledge requests for information
Openly share ideas
Attend to non-verbal behaviors
stayed the same enhanced
Communication in teamwork
Evaluation Results – ALL Evaluation Results – ALL (1/4)(1/4)• ALL – Adult Literacy and Lifeskills SurveyALL – Adult Literacy and Lifeskills Survey
The following four scales were derived from the ALL teamwork framework that was
designed to assess the core skills associated with teamwork (Baker et al., 2005).
Figure 4: Students ratings on the effect of BP&OE on their
communication in teamwork. Scales from -2.. ‘declined’ to
0.. ‘stayed the same’ to 2 .. ‘enhanced’, n=18, N = 20
Communication in teamwork
1,11
1,17
1,00
0,72
1,28
1,11
0,94
1,17
0,41
0,0 0,5 1,0 1,5 2,0
Communicate with others effectively
Exchange clear and accurateinformation
Clarify or acknowledge the receipt ofinformation
Provide clear and accurate information
Listen effectively
Ask questions
Acknowledge requests for information
Openly share ideas
Attend to non-verbal behaviors
stayed the same enhanced
Communication in teamwork
Evaluation Results – ALL (2/4)Evaluation Results – ALL (2/4)
• ALL – Adult Literacy ALL – Adult Literacy and Lifeskills and Lifeskills
SurveySurvey
Interpersonal Relations in teamwork
0,83
0,94
0,61
0,72
0,78
0,94
0,50
0,0 0,5 1,0 1,5 2,0
Work cooperatively with others
Work together as opposed to workingseparately or competitively
Resolve disputes among teammembers
Share the work
Seek mutually agreeable solutions
Consider different ways of doing things
Manage/Influence disputes
stayed the same enhanced
Figure 5: Students ratings on the effect of BP&OE on
their interpersonal relations in teamwork.
Scales from -2.. ‘declined’ to
0.. ‘stayed the same’ to 2 .. ‘enhanced’,
n=18, N = 20.
• ALL – Adult Literacy and Lifeskills Survey
Evaluation Results – ALL Evaluation Results – ALL (3/4)(3/4)
• ALL – Adult Literacy ALL – Adult Literacy and Lifeskills and Lifeskills
SurveySurvey
Group decision making
0,89
0,72
0,83
0,89
0,94
0,72
0,56
1,11
0,94
0,0 0,5 1,0 1,5 2,0
Identify problems
Gather information
Evaluate information
Share information
Identify possible alternatives
Select the best solution
Evaluate the consequences
Understand decisions
Set goals
stayed the same enhanced
Figure 6: Students ratings on the effect of
BP&OE on their abilities according to group
decision making. Scales from -2.. ‘declined’
to 0.. ‘stayed the same’ to 2 .. ‘enhanced’,
n=18, N = 20.
• ALL – Adult Literacy and Lifeskills Survey
• ALL – Adult Literacy and Lifeskills SurveyALL – Adult Literacy and Lifeskills Survey
Adaptibility/Flexibility
0,72
0,61
0,83
0,67
1,33
1,06
0,0 0,5 1,0 1,5 2,0
Use information to adjuststrategies
Use compensatory behavior
Provide assistance
Reallocate tasks
Provide/Accept feedback
Monitor/Adjust performance
stayed the same enhanced
Figure 7: Students ratings on the effect of BP&OE on their
adaptibility/flexibility. Scales from -2.. ‘declined’ to
0.. ‘stayed the same’ to 2 .. ‘enhanced’, n=18, N = 20.
Evaluation Results – ALL (4/4)
Evaluation Evaluation Results - Results - BenefitsBenefits
We were interested to find out
from which aspects of the course
students benefited most.
The top five features:
Exchange and discussion with colleagues (4.47)
Cooperation with peers (4.28)
Exchange and discussion with the instructor (4.28)
Interpersonal relationships within the team (4.22)
Practical exercises during the lab hours (4.06)
3,28
3,17
4,06
3,94
4,28
4,47
4,28
3,78
3,67
4,00
4,00
3,67
4,00
3,83
3,56
3,94
3,55
3,87
3,49
3,97
3,87
4,08
3,33
3,433,94
4,22
3,67
3,78
3,22
3,89
3,22
3,41
3,78
3,82
4,16
4,05
3,59
3,63
3,43
3,24
3,56
3,43
3,57
3,47
3,41
3,49
1 2 3 4 5
1. Materials and literature references
2. Materials collected by myself
3. Practical exercises during the lab hours
4. Active participation during the course
5. Co-operation with peers
6. Exchange and discussion with colleagues
7. Exchange and discussion with instructor
8. Interpersonal relationships within the team
9. Factual knowledge
10. Acquired practical knowledge11. Acquired orientation within the subject
area
12. Presentation of themes
13. Enhanced personal time management14. Possibility to bring in my personal
interests 15. Support by a Web-based learning
platform16. Possibility to contribute in a self-initiated
way
17. Acquired problem-solving competence
18. Contributions of colleagues19. Decisions and leadership of the
instructor
20. Solving different kinds of conflicts21. Acquired skills of abstracting complex
problems 22. Considering tasks from different points of
view23. Considering situations from different
points of view
GPO&OD
Other courses
Figure 8: Students ratings on profitable aspects in
BP&OE when compared with other courses in their
studies. Scales from 1.. ‘not at all’ to 5 .. ‘very much’;
n = 18, N = 20 and n ≈ 205 (other courses).
Evaluation Evaluation Results – Results – Community Community QuestionnaireQuestionnaire
In order to find out whether the course
resulted in any perceivable effect on
the building of a learning community
among students, we adopted a
community questionnaire that was
developed by Godfrey Barrett-
Lennard in the course of a Person
Centered Workshop.
1,44
2,06
1,88
1,94
2,13
1,56
1,81
1,50
2,25
1,75
2,06
2,19
1,63
1,06
-5,00 -4,00 -3,00 -2,00 -1,00 0,00 1,00 2,00 3,00 4,00 5,00
1. Climate of respect/caring/trust
2. Attentive listening to others
3. Tolerance for ambiguity and conflict
4. Sharing and surviving personal problems andcrises
5. Sharing of common purposes
6. Experiencing being heard
7. Expressing and tolerating sharp differences
8. Shared initiative/leadership and responsibility
9. Communicating owned feelings and meanings
10. Experience of connectedness and community
11. Having the ability/power to achieve commongoals
12. Having direct concern for the group process
13. The group is perceived as a whole rather thanthe sum of its parts
14. Discovery and use of member resources
got worse got better
min. value max. value
0
0
0
0
0
0
0
0
0
1
[0]
0
0
[0]
[4]
3
3
3
3
[4]
4
[4]
[4]
[4]
[4]
[4]
[4]
4
Figure 9: Community questionnaire according to Barrett-Lennard (2003).
Scales from -4 .. ‘got worse’ to +4 .. ‘got better’; the minimum, mean and maximum rating
by students is indicated and put in brackets if nominated only by one single person;
n = 16, N = 20.
Final CommentsFinal Comments
• How Learning Centered Learning can How Learning Centered Learning can be applied to teaching any subjectbe applied to teaching any subject
• The importance of Learning Centered The importance of Learning Centered Learning in the context of the world Learning in the context of the world todaytoday
