humanism final version 2

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TEFL & ICT MA Educational Psychology Humanistic Approach Prepared by: Supervised by: Yassine AIT HAMMOU Dr. Youssef TAMER Sophia AKDIM Brahim El OMARI Mohamed AIT MADANI YOUSSEF Mustapha ABOULAHASSAN

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Page 1: Humanism final version 2

TEFL & ICT MA Educational Psychology

Humanistic Approach

Prepared by: Supervised by:

Yassine AIT HAMMOU Dr. Youssef TAMER

Sophia AKDIM

Brahim El OMARI

Mohamed AIT MADANI YOUSSEF

Mustapha ABOULAHASSAN

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Outline

I. OVERVIEW OF PREVIOUS THEORIES AND APPROACHES.

II . HISTORY OF HUMANISM.

III. ABRAHAM MASLOW.

VI. CARL ROGERS.

V . IMPLICATION OF HUMANISTIC APPROACH IN EDUCATION.

IV. HUMANISM IN ELT

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I.OVERVIEW

OF PREVIOUS THEORIES AND APPROACHES

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Behaviorism

The central idea behind behaviorism is that only observable behaviors are worthy of research since other abstraction such as a person’s mood or thoughts are too subjective.

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Social Learning Theory

Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation.

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Information processing theory

It is the cognitive theory of learning that describes the processing, storage, and retrieval of knowledge in the mind.

It seeks to explain human learning as the development of networked memory stuctures.  The human brain is seen as a neural computer of sorts as opposed to the "black box" of Behaviourism.

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Constructivist Theory (Piaget) Piaget's theory of cognitive development

proposes that humans cannot be "given" information which they immediately understand and use. Instead, humans must "construct" their own knowledge. They build their knowledge through experience. Experiences enable them to create  mental models in their heads. These schemas are changed, enlarged, and made more sophisticated through two complimentary processes: 

assimilation and accommodation 

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Constructivist Theory (Vygotsky)

Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.

the zone of proximal development is the range of abilities that a person can perform with assistance, but cannot yet perform independently.

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Freud and The Neo-Freudians (Erikson, Adler and Jung)

Psychoanalysis is both an approach to therapy and a theory of personality

Emphasizes unconscious motivation; the main cause of behavior lies in

unconscious mind. Freud believed that all thoughts, emotions

and actions are determined. In other words nothing is an accident, if we probe deeply we will find the causes of every thought or action.

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Moral and Social Development (Kohlberg / Loevinger)

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And here comes

Humanism (Maslow & Rogers)

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II. History of Humanism

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In 1950, Humanistic psychology gave rise after the first and second forces of psychology, Behaviorism and psychoanalysis.

Humanistic psychology, the third force, was popularised during the 1950s and 1960s following WWII and the cold war.

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During this time period, psychologists were seeking a more optimistic and nurturing approach in response to the stresses that came with war.

Humanism was largely influenced by early Greek and Hebrew phillosophers, as well as Europeans of the Renaissance era, who believed that human beings were unique.

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Themes of Humanistic theory Humanism claims that people have the ability

to shape their own destiny, and this is not driven by bioligical, instinctive influences.

It emphasises the wholeness or completness of personality, rather than focussing on its structural parts.

What matters is how people view themselves.

the founders: Abraham Maslow & Carl Rodgers

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III. ABRAHAM MASLOW

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Biography

Abraham Harold Maslow was born April 1908 in Brooklyn, New York.

he first studied law at the City College of New York (CCNY). moved to Wisconsin so that he could attend the University of

Wisconsin.  Here, he became interested in psychology. He received his BA in 1930, his MA in 1931, and his PhD in

1934, all in psychology, all from the University of Wisconsin. Considered to be the founder of humanistic psychology. Abraham Maslow developed the Hierarchy of Needs theory

that remains valid today for understanding human motivation, management training, and personal development.

He spend his final years in California, until, 1970, he died of a heart attack after years of ill health.

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Maslow’s theory

One of the many interesting things Maslow noticed while he worked with monkeys early in his career, was that some needs take precedence over others.

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Maslow’s Hierarchy Of Needs

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Physiological needs

 These include the most basic needs that are vital to survival, such as the need for water, air, food, and sleep. Maslow believed that these needs are the most basic needs in the hierarchy because all needs become secondary until these physiological needs are met.

Maslow believed, and research supports him, that these are in fact individual needs.

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Safety needs

Much like physiological needs require maintenance throughout life, so does the need to feel secure. This need is more psychological.

these include needs for safety and security. Security needs are important for survival, but

they are not as demanding as the physiological needs. Examples of security needs include a desire for steady employment, health insurance, safe neighborhoods, and shelter from the environment.

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The love and belonging needs

When physiological needs and safety needs are, by and large, taken care of, a third layer starts to show up.  You begin to feel the need for friends,husband/wife, children, affectionate relationships in general, even a sense of community. 

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 The esteem needs

After the first three needs have been satisfied, esteem needs becomes increasingly important. These include the need for things that reflect on self-esteem, personal worth, social recognition, and accomplishment.

Maslow noted two versions of esteem needs, a lower one and a higher one

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S E L F - A C T U A L I ZA T I O N

This is the highest level of Maslow’s hierarchy of needs.  people are self-aware, concerned with personal growth, less concerned with the opinions of others, and interested in fulfilling their potential.

"What a man can be, he must be. This need we may call self-actualization…It refers to the desire for self-fulfillment, namely, to the tendency for him to become actualized in what he is potentially.

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Characteristics of Self-Actualized People

Acceptance and Realism. Problem-centering. Spontaneity. Continued Freshness of

Appreciation. Peak Experiences

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Some criticism

Maslow’s hierarchy is only a theory and might not apply to everybody. The circumstances of an individual will determine their needs. Maslow’s hierarchy of needs is merely a basic guideline.

Some people are able to achieve self-actualization without having some of what Maslow defines as "needs" fulfilled first. 

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Others might speculate that some of the things he defined as needs aren't needs at all. No one can deny that food, air, shelter and such are needs, but may argue that esteem, love, artistic expression are not needs but desires. Some may even argue that self-actualization is not imperative to being a happy or successful person.

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Suggestions for Application of Maslow's Theory to Education

Physiological lunch time correct room temperatures restroom breaks drink breaks

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Love & Belonging teacher personality: empathetic, considerate & interested in

the individual, patient, fair, positive attitude, good listener. use one-on-one instruction. provide positive comments & feedback rather than negative. get to know students (likes, dislikes, concerns). be available for students in need. listen to students. be supportive.. show that you value students thoughts, opinions &

judgments. show trust of students by providing situation where it is

necessary (ex.classroom leader).

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class meetings class discussions provide situations requiring mutual trust Showing , sharing

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EsteemSelf-esteem develop new knowledge based on

background knowledge so as to help ensure success .

pace instruction to fit individual need. focus on strengths & assets. take individual needs & abilities into

account when planning lessons and carrying them out.

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develop a classroom environment where students are positive &nonjudgmental.

award programs for jobs well done.. recognition programs for special effort (ex. helpful

citizens of the week). develop & carry out a curriculum to encourage children to

be empathetic& good listeners. employ cooperative learning in such a way as to develop

trust between group members. involve students in activities of importance & worthiness

(ex. Cleaning up the environment, carrying out a food drive for the needy).

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Knowledge & Understanding allow students time to explore areas of

curiosity. provide lessons that are intellectually

challenging. plan lessons that connect areas of learning

& have students compare andcontrast to search for relationships.

use a discovery approach to learning whenever possible.

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Aesthetic organize classroom materials in a neat & appealing way. display student art work in an appealing manner. put up interesting & colorful wall hangings. replace overly worn classroom materials periodically. create varied appealing & interesting learning centers. rooms painted in pleasing colors. large window areas. well maintained physical surroundings (ex. keeping walls

painted, desksclean & repaired etc.). clean rooms. fresh smelling rooms.

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Self-actualization expect students to do their best. give students freedom to explore & discover on

their own. make learning meaningful--connect to "real" life. plan lessons involving activities. get students involved in self-expressive projects. allow students to be involved in creative

activities & projects.

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Exercise

The purpose of this exercise is to help you understand how Maslow’s ideas apply to life’s experience.

1/ for each of the situations in the next statements, state which motive is taking precedence and which is being sacrificed.

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1/ A woman who had been betrayed 2 years ago, is still having problems in forming new friendships,especially with men.

Need taking precedence: Safety and security. Need being sacrified: Love and Belonging.

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2/ A woman recently diagnosed with Diabetes, is making several changes in her usual diet and is short tempered and irritate with her family.

Need taking precedence: safety(she’s digging a whole and hiding in it).

Need being sacrificed: Love and belonging ( she’s afraid to care again

or get involved in life)

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3/ A very wealthy talented writer gives up writing because he hasn’t been able to get his last four novels published.

Need taking precedence:Esteem(He’s embarassed about being rejected) Need being sacrificed: Self-actualization(He’s giving up his chance to

be the most he can be)living up to his potential.

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4/ an Uneducated very unhappy mother and wife stays married to her abusive husband because she was an orphan.

Need taking precedence:Love and belonging(She loves her children and

doesn’t want to split her family nor take them from their home)

Need being sacrificed: Physiological (she will no doubt continue to be

abused)

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VI. CARL ROGERS

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CARL ROGERS

•Carl Ransom Rogers (January 8, 1902 – February 4, 1987) was an influential American psychologist.

•He is among the founders of the humanistic approach (or client-centered approach) to psychology.

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INTRODUCTION

• Rogers agreed with most of what Maslow believed, but he added that for a healthy personality to grow it needs an environment consist of:

Genuineness acceptance empathy

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Concepts and theory

Self Actualization Carl Rogers believed that humans have one

basic motive, that is the tendency to self-actualize (to fulfill one's potential and achieve the highest level of “human-beingness” we can).

Carl Rogers believed that for a person to achieve self-actualization they must be in a state of congruence.

This means that self-actualization occurs when a person’s “ideal self” (i.e. who they would like to be) is congruent with their actual behavior (self-image). 

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The Fully Functioning Person

For Rogers, people who are able be self-actualise, and that is not all of us, are called fully functioning persons.

the person is in touch with the here and now, his or her subjective experiences and feelings, continually growing and changing.

In many ways Rogers regarded the fully functioning person as an ideal and one that people do not ultimately achieve.

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The Fully Functioning Person (continue)

five characteristics

of the fully functioning

person:

Open to experience

Existential living

Trust feelingsCreativity

Fulfilled life

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The Fully Functioning Person (continue)

Critics claim that the fully functioning person is a product of Western culture. In other cultures, such as Eastern cultures, the achievement of the group is valued more highly than the achievement of any one person.

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Rogers' personality theory

self-concept It is the notion of self or self-concept.  This is

defined as "the organized, consistent set of perceptions and beliefs about oneself".

Two primary sources that influence our self-concept are childhood experiences and evaluation by others.

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The self-concept includes three components

Self worth: (or self-esteem) what we think about ourselves.

Self image: How we see ourselves. It includes the influence of our body image on inner personality.

Ideal self: the person who we would like to be. It includes our goals and ambitions.

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Self Worth and Positive Regard

Carl Rogers viewed the child as having two basic needs: positive regard from other people and self-worth.

Rogers believed feelings of self-worth developed in early childhood and were formed from the interaction of the child with the mother and father. As a child grows older, interactions with significant others (teachers) will affect feelings of self-worth.

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Self Worth and Positive Regard

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Self Worth and Positive Regard (continue)

A person with low self-worth

A person with high self-worth

He avoids challenges in life, doesn’t accept that life can be painful and unhappy at times, and will be defensive and guarded with other people.

he has confidence and positive feelings about him or her self, faces challenges in life, accepts failure and unhappiness at times, and is open with people.

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Rogers believed that we need to be regarded positively by others; we need to feel valued, respected, treated with affection and loved.

He made a distinction between unconditional positive regard and conditional positive regard.

 

• Is where parents, significant others accept and love the person for what he or she is.

• The consequences of unconditional positive regard are that the person feels free to try things out and make mistakes.

unconditional positive

regard• is where positive regard, praise and

approval, depend upon the child.• the child is not loved for the person

he or she is, but on condition that he or she behaves only in ways approved by the parent(s).

conditional positive regard

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Congruence

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V. IMPLICATIONS OF HUMANISTIC APPROACH IN EDUCATION.

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WHAT YOU SHOULD KNOW?

An approach that believes that learning is viewed as a personal act to fulfill one’s potential.

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HOW IT IS USED

Teachers may implicate the “I think therefore I Am” theory in their classrooms

For example: thinking one will do well , increases the chance that one may actually do well

Teachers can encourage students to think this way,

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KEY COMPONENTS

• The humanistic theory could be described as the development of self-actualized people.

• Learning is student centered and personalized, and the educator’s role is that of a facilitator.

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IN THE CLASSROOM

It is the means to progress towards the pinnacle of self- development, which Maslow terms “Self-Actualization”

• A child learns because they are inwardly driven, and derives their reward from the inside

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Abraham Maslow & Carl Rogers were key players in the evolution of the Humanistic approach

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ABRAHAM MASLOW: LET CHILDREN GROW

Parents and teachers are urged to trust children and let or help them grow. In other words trust children to make

their own choices.

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Maslow also stressed that classroom tasks should be challenging and encourage curiosity in order to help learners realise their full potential.

He assumed that the importance of establishing a secure environment where learners feel that they belong and where they can build up self respect.

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CARL ROGERS: LEARNER CENTERED EDUCATION:

Suggests that it is important to provide optimum conditions for individualised and group learning of an authentic nature to take place.

allows Ss to utilize their own learning styles and whatever helps them learn.

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Teachers facilitate learning and relinquishes a great deal of authority.

The learners need to be empowered and to have control over the learning process.

peer teaching and self learning

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IV. Humanism In ELT Humanistic approaches have had a

considerbale influence on English language teaching (ELT) methodology.

The four methods which are generally considered to reflect the philospohy of the humanistic approach which were introduced as early as 1970s are :

-The Silent Way -Suggestopedia -Community Language Learning -Total Physical Response

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The Silent Way by Caleb Gattengo (1972)

Teacher is a Facilitator Teacher speaks very little Teacher creates an emotionally secure

environment Teacher alleviates anxiety and fear of

learning. Students are involved in learning Students are given full freedom.

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Suggestopedia by George Lazanov (1979)

Language can be learned three to five times faster than the traditional teaching methods if learners minds are clear of other things and free of anxiety.

It is based on relaxation at a deep level…

Much of the learning relies on Music, Games, Puzzles…to help learning.

Classes include fine arts (especially music) as an integral part of of the lesson.

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Community Language Learning by Charles Curran (1972)

Learning takes place in an anxiety-free atmosphere

The learners form a community and help each other to to learn the target language.

The learners often sit in a circle as a community…

The teacher takes a facilitator role and aids the learners to learn the language.

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Counseling learning (Teacher as a counselor and student as a client)

Student is considered as a « whole » person (their feelings, intellect, protective reactions, interpersonal relationships and desire to learn are considered with empathy and balance.)

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Total Physical ResponseBy James Asher

Much of the way a child learns the mother tongue could be duplicated in a foreign language situation.

The brain has the biological capacity to acquire any natural language including the sign language of the deaf just as an infant who aquires first language by physically responding to their parents’ speeches.

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The teacher taking the role of the parent helps the learners to get motivated easily and their self-confidence is boosted.

This method consists of commands/imperatives which are followed by learners.

HOWEVER, this method proved to be an excellent humanistic method of language teaching and learning only at the beginner level and miserably proves to be a failure at the advanced level.

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No matter what methodology the teacher is following to suit the needs of their students, the value of humanism in language learning is seen as informing and enhancing the teacher’s practices in a variety of ways.

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Great teachers whatever methodology they follow, provide us with a human connection that is more vital to education and which makes the learners self-actualize their learning process.

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Humanism has a number of messages for the language teacher:

Create a sense of belonging Make the subject relevant to the

learner Involve the whole person Encourage a knowledge of self Develop personal identity Encourage self-esteem Involve the feelings and emotions

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Minimise criticism Encourage creativity Develop a knowledge of the process

of learning Encourage self-initiation Allow for choice Encourage self-evaluation

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Thank you