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Humanist approaches to education www.peter-scales.org.uk

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Page 1: Humanist approaches to education website version

Humanist approaches to education

www.peter-scales.org.uk

Page 2: Humanist approaches to education website version

Behaviourism – recap

1. Pavlov studied digestion and salivation in:

a) humans

b) giraffes

c) dogs

2. What is the difference between an unconditioned responseand a conditioned response?

Page 3: Humanist approaches to education website version

Behaviourism - recap

3. What is the difference between classical conditioningand operant conditioning?

4. Behaviourism a s_ _ _ _ _ _ fic approach to psychology and learning.

Page 4: Humanist approaches to education website version

What shall we do for the rest of this session?

Page 5: Humanist approaches to education website version

What do you know about humanism?

(Not just in relation to learning and education.)

Page 6: Humanist approaches to education website version

https://humanism.org.uk

Interesting link – Elliott Eisner

Page 8: Humanist approaches to education website version

Some key ideas …

• meaning

• authority

• happiness

• being unique

• “no simple recipes”

Page 9: Humanist approaches to education website version

Humanism in psychology

• “Humanistic, humanism and humanist are terms in psychology relating to an approach which studies the whole person, and the uniqueness of each individual.”

• “Humanism is a psychological approach that emphasizes the study of the whole person. Humanistic psychologists look at human behavior not only through the eyes of the observer, but through the eyes of the person doing the behaving.”

• “Humanistic psychologists believe that an individual's behavior is connected to their inner feelings and self concept.”

McLeod, S. A. (2007). Humanism. Retrieved from http://www.simplypsychology.org/humanistic.html

Page 10: Humanist approaches to education website version

Maslow

McLeod, S. A. (2007). Maslow's Hierarchy of Needs. Retrieved from http://www.simplypsychology.org/maslow.html

Page 11: Humanist approaches to education website version

Carl Rogers 1902 - 1987

Passionate about education that engaged with the whole person and with their experiences.

He saw the following five elements as being part of significant or experiential learning:

Page 12: Humanist approaches to education website version

1. It has a quality of personal involvement – feelings and cognition

2. It is self-initiated – even when initiated from the outside, the sense of

discovery, of reaching out, of comprehending, comes from within

3. It is pervasive – makes a difference to the behaviour, attitudes and

personality of the learner

4. It is evaluated by the learner – whether they are learning what they

need to learn

5. Its essence is meaning – when learning takes place the meaning is

built into the whole experience

Click on Carl

Page 13: Humanist approaches to education website version

“Rogers saw the facilitation of learning as the main aim of

education. He believed that teachers should create

supportive learning environments where they could work

with pupils to achieve mutually agreed goals. In these

supportive classrooms, he argued, children would grow to

love learning. He was against traditional transmission

teaching where teachers are the font of all knowledge and

pupils receivers.” Describe a

“supportive learning

environment”

Page 14: Humanist approaches to education website version

A. S. Neill - Humanism in practice!

“The function of a child is to live his own life – not

the life that his anxious parents think he should

live, nor a life according to the purpose of the

educator who thinks he knows best.”

Click

picture

Page 15: Humanist approaches to education website version

Summerhill School

• Optional attendance based on the belief that children learn more effectively when they learn by choice rather than by compulsion

• Students progress at their own pace

• Equal voice of staff and students

Watch this video

Page 16: Humanist approaches to education website version

Michel de Montaigne (1533 – 1592)

“Teachers are forever bawling into our ears as though pouring knowledge down through a funnel: our task is merely to repeat what we have been told.”(‘On educating children’)

Clickethme

Page 17: Humanist approaches to education website version

John Holt “How Children Fail” (1964)

“Schools, he said, promote and atmosphere of fear - fear of failure, humiliation or disapproval – and that severely affects a child’s capacity for intellectual growth.”

Click for website

Page 18: Humanist approaches to education website version

Modern Day Humanism - Andragogy

• The term andragogy was originally formulated by a German teacher, Alexander Kapp, in 1833 (Nottingham Andragogy Group 1983: v).

• He used it to describe elements of Plato's education theory

• Malcolm Knowles used this phrase in the 80’s and it is now synonymous with How Adults learn

Smith, M. K. (1996; 1999) 'Andragogy', the encyclopaedia of informal education, http://www.infed.org/lifelonglearning/b-andra.htm.

Page 19: Humanist approaches to education website version

Malcolm Knowles – Proposed 6 Principles of Adult Learning

1. Adults need to know why, what and how they are learning.

2. Their self-concept is important. They often wish to be

autonomous and self-directing.

3. Their prior experience is influential. It can be used as a

resource for current learning. It can also shape attitudes to

current learning.

Page 20: Humanist approaches to education website version

Malcolm Knowles – Proposed 6 Principles of Adult Learning

4. Readiness to learn is important. Adults usually learn best

when something is of immediate value.

5. Adults often focus on solving problems in contexts or

situations that are important to them.

6. Motivation to learn tends to be based on the intrinsic value

of learning and the personal pay-off.

Knowles, M S (1973, 1990) The adult learner: a neglected species, Houston, Gulf Publishing

Page 21: Humanist approaches to education website version

Key principles of adult learning

Interactive activity

• http://resources4adultlearning.excellencegateway.org.uk/cpd/generic/keyprinciplesactivity.htm

Page 22: Humanist approaches to education website version

Promoting learning – humanistic principles

• Need to know

• Readiness to learn

• Autonomy and self-direction

• Problem solving

• Prior experience

• Motivation

Identify examples of these in your own teaching and learning

See also:Postman, N. and Weingartner, C. Teaching as a Subversive Activity Dell Publishing, New York, NY

Page 23: Humanist approaches to education website version

Promoting learning – humanistic principles

• Explore with individuals and groups what they need to know or want to do.

• Facilitate active learning to develop autonomy; self-direction and skills as expert learners.

• Try to harness prior experiences in teaching and learning activities. Students might have to do some unlearning.

Page 24: Humanist approaches to education website version

Promoting learning – humanistic principles

• Readiness to learn – tailoring courses, lessons, activities and assessments to learner needs.

• Use real problems adults want to solve.

• Maintain and promote motivation, especially intrinsic motivation.

Page 25: Humanist approaches to education website version

Discussion

• How humanist can we/ should we be?

• Identify some practical and philosophical reasons not to use humanist principles

Page 27: Humanist approaches to education website version

Criticism of humanist approaches

• Christodoulou, D. (2014) Seven Myths About Education

London: Routledge

• Ecclestone, K. and Hayes, D. (2008) The Dangerous Rise of Therapeutic Education Routledge: London

• Young, M. (2008) Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education London: Routledge

Click for review