humanism learning theory final

7/31/2019 Humanism Learning Theory Final

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Humanism Learning Theory

There are many theories in learning. All have their own characteristics and sometimes

there are some which overlap with others. Humanism, on the other hand, is different

from others. What set it apart from other learning theories is its uncommon focus on the

effectiveness of the learning process instead of the traditional concentration on the

content of the learning.

What is humanism learning theory? It is essentially a pedagogical approach that

believes learning is viewed as a personal act to fulfil ones potential. In other words,

humanism learning theory sees ones aim to acquire knowledge as to fully develop one

talent and consequently, become a wholesome individual. Abraham Maslow, a leading

humanist theorist, introduced the term self-actualization which basically refers to the

desire for self-fulfilment. Maslow also put forward the idea that humanism learning goal

has always been to fulfil certain goals, upon which he laid the foundation of his

renowned Maslows Hierarchy of Needs. The highest achievement Maslow believed one

can achieve is self-actualization which is located at the peak of the pyramid (his

Hierarchy of Needs is displayed in the form of a pyramid chart ( see Appendix )).

Another important humanist theorist is Carl Roger who popularized the term self-

concept. Roger agreed with most of what Maslows points; however he furthered

pointed out that for one to grow, a healthy environment or condition is of paramount

importance. Roger characterised a healthy environment as one that provides oneself

with genuineness, acceptance, and empathy.

Two teaching models which are appropriate to humanism learning theory are facilitative

teaching and synectic model. The core of facilitative teaching, as the name implies, is

teacher is not the authority figure in class who will disseminate knowledge; instead,

teacher will be facilitator of learning and teaching process. The role of teacher is to

provide a safe environment upon which children feel safe and free and consequently,

embark on learning. Steed (2009) stresses on the importance of safe environment, the


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struggle to pursue our value relates to the learning environment (p. 470). Hence, to

fulfil students potential, teacher must be able to create a learning environment in which

students learn best and consequently, avoiding the struggle.

A thematic approach suits to the description of humanism learning theory. Thematic

learning is a pedagogical approach based on the selection of the theme. As humanism

aims to prepare students for lives within the society, the selection of the theme for

learning must be appropriate. Themes like environment, animals and colours are likely

to attract interest from students because these are themes derived from daily lives and

students deal with such things on daily basis. The themes will be thought-provoking and

students will be able to give opinions when asked as they have the experience and

hence, the knowledge. Teacher therefore can ask the students to make connections

between prior knowledge and the new one gained in the class. Teachers use many

different approaches to thematic learning, but all forms of thematic approach have in

common an emphasis on making connections in knowledge. When we learn, we

connect new information with what we already know, tying it in with our existing

knowledge structures or attaching it to concepts we control.

Communication skills, which are of paramount importance to adapt into society, can be

incorporated. More often than not, more than one skill can be integrated into one

session of learning. Speaking, reading, writing and listening . In relation to thematic

approach, the theme that is chosen specifically will act as a binding that glues students

together in a united class. Students will share different experiences and from that point,

they will derive a concept which they will discover. The sharing of the feelings of issues

of environment such as pollution will enable the students to immerse themselves into

deep thinking state and appreciate the nature.

Humanism is at its best when using pupil centred teaching strategy. As the name

implies, the focus of learning is on the students instead of the traditional method where

teacher is the centre of teaching and learning process. The concept of this strategy is

students are not regarded as empty vessels; instead, they are assumed to come to the


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class with prepared knowledge. Humanism also shift the focus from what is taught (the

content) to on how effective learning is conducted. No one learn exactly in the same

manner. Instead, people are known to have different learning styles. This diversity in the

way of acquiring knowledge demands different individual responses. Different

responses or opinions from students will therefore instil creativity as they can learn from

each other.

Humanism learning theory aims to allow freedom for students to pursuit their own

interest. Hence, in pupil centred approach, students are free to use their own learning

style to acquire knowledge. Teacher does not blindly spoon-feed information to students

as opposed in teacher centred strategy; instead teacher will slot in where is necessary.

In pursuit of knowledge, it is important to bear in mind that humanism regards

knowledge as not absolute; humanisms goal is to equip students with living skills for

students to face the future, for example communication skills in linguistic class. For

instance, students will be taught the necessary and appropriate social etiquette which is

fundamental in adapting into society. Thus, knowledge is treated as an ever-changing

fact. The word is constantly changing and so is the knowledge. More discoveries will be

made and there will be certainly new knowledge available for everyone. Student centred

strategy will be involving a lot of communication and learning will be dynamic as there

will be constant flow of exchange of ideas and formulation of hypotheses as students

seek to solve their problems.

As the key principle of student centred strategy is on the process of learning rather than

the orthodox focus on the content, students will be given license to express their own

idea and interpretation of issue, situation, and concern. A lot of feelings will be involved.

For example, students will give their own reflection on current issue such as pollution.

Teaching technique which suits best to humanism learning theory are discussion and

brainstorming. In discussion, students will be able to give opinions on certain issue. As

humanism learning theory aims to prepare students for facing the world, it is important

to fit the students with communication skills. By discussing certain issues with their


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peers, students can develop communication skills as they see fit. Teacher should bear

in mind that the discussion group should not consist of too many students as there will

be students who will be quiet throughout the discussion.

Humanism aims to prepare a conducive environment of which acceptance is

among its crucial key. A facilitative teacher, as emphasised in facilitative teaching

model, should play the chief role in grouping the students so that there will be no feeling

of alienation or isolation. In teaching language for example, teacher must make sure

that introvert students take part in the discussion. Teacher must keep in mind that not all

introverts that prefer to sit at the back of the class are unmotivated students. In fact,

most of them are interested learners. Making rotation in presentation will do no harm to

them; they should be not pressured. Pressure is not part of a conducive learning

environment which is important in humanism. Teacher must be friendly to them and

make effort to know their interest. Bonding between the students and teachers and

understand their feelings are key principles of humanism learning theory.

Another model of teaching in humanism is synectic model. Developed by William

Gordon in 1961, it aimed to initiate learning by having the students to learn using

metaphors. Originally designed to form creativity groups in industrial and other

organizations to solve problems, it helps to maximise students creativity.

The first characteristic of the model is its emphasis on creativity in problem solving by

having the students to show creative expression, empathy and insight into social

relations. Secondly,

humanism learning theory final

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