Humanistic Approaches to Teaching
The
Trouble with Behaviourism - How a humanist teacher keeps his
students motivated
Humanism would concentrate upon the development of the child's
self-concept. If the child feels good about him or herself then
that is a positive start. Feeling good about oneself would
involve an understanding of ones' strengths and weaknesses, and a
belief in one's ability to improve. Learning is not an end in
itself; It is the means to progress towards the pinnacle of self-development,
which Maslow terms 'Self-actualisation'. A child learns because
he or she is inwardly driven, and derives his or her reward from
the sense of achievement that having learned something affords.
This would differ from the behaviourist view that would expect
extrinsic rewards to be more effective. Extrinsic rewards are
rewards from the outside world, e.g. praise, money, gold stars,
etc. Intrinsic rewards are rewards from within oneself, rather
like a satisfaction of a need. This accords with the humanistic
approach, where education is really about creating a need within
the child, or instilling within the child self-motivation.
Behaviourism is about rewards from others. Humanism is about
rewarding yourself!

Much of a humanist teacher's effort would be put into
developing a child's self-esteem. It would be important for
children to feel good about themselves (high self-esteem), and to
feel that they can set and achieve appropriate goals (high self-efficacy).
This form of education is known as child-centred, and is typified
by the child taking responsibility for their education and owning
their learning. The behaviourists might advocate positive
reinforcement such as praise, and punishment in the form of
negative criticism. Both praise and blame are rejected by the
humanists. Children can become addicted to praise, and put much
effort into receiving praise from their teachers. Such children
will often work for the praise, and not work if their efforts go
unnoticed. This is so unlike an interested adult surfing through
the internet, who derives satisfaction from learning something
new, even though nobody is around to witness this acquisition of
knowledge. If education is preparing the child for adult life, it
would seem the humanist approach is the correct one.
The humanist teacher is a facilitator, not a disseminator, of
knowledge. Participatory and discovery methods would be favoured
instead of traditional didacticism (i.e. learn parrot-fashion
every thing the teacher says). As well as the child's academic
needs the humanistic teacher is concerned with the child's
affective (or emotional) needs. Feeling and thinking are very
much interlinked. Feeling positive about oneself facilitates
learning.
Humanistic - The self or the individual is important. Not the
similarities between humans as much as the individuality of
humans.
Rogerian Phenomenological theory
Important terms:
Client-centred therapy - clients define the problems, propose
a solution and implement it. (opposite is Directive therapy)
Phenomenology - the world as perceived by the
individual rather than as it really is.
Humanism - Literature, Philosophy, Psychology -
historically - concerned with human worth, individuality,
humanity, freedom for the individual to determine personal
actions. Development of human potential is highly valued; the
attainment of material goals is de-emphasised.
Self-actualisation - the end toward which all humans
strive.
Rogers
versus Skinner
Skinner - perfect society described in his novel, Walden II,
1948 - positive reinforcement,
no aversion.
Trying to create a better society by openly controlling its
inhabitants with positive reinforcement.
Rogers
believes that Skinner assumes that social control will be in the
better interests of society, but doubts that this would really
happen.
Skinner - the most effective practices would survive.
Rogers
- society should self-actualise.
- 1) Reality is phenomenological - Each has own world, cant
be really known by anybody else.
- 2) Need to self actualise is the motivation behind
behaviour. Dont need a list of needs, drives or
goals, just the need to self-actualise.
Problem defining self-actualisation It
involves becoming whatever one can become through
activities determined by oneself (Maslow, 1970).
Self-actualisation - directional process - maturation -
increased competence, survival, reproduction etc. Other
theorists would see these as goals, but Rogers
sees these as merely tendencies that characterise an
overriding process.
Self-actualisation - moves towards self-government, self-regulation
and autonomy. Moves away from heteronymous control,
or control by external forces.
Self-actualisation - need to develop in the direction of
healthy, competent, and creative functioning. If
unhealthy - this can be because of bad life experiences.
- 3) Behaviour is within the context of personal realities.
we need to understand anothers point of view in
order to understand their behaviour. Important to have
open communication.
- 4) Self is constructed by the individual. We listen to
others, and according to what they say we can introject
and believe this is what we are. We can also observe the
effectiveness of what we do, to inform us about ourselves.
- 5) We behave according to our concept of self. Whatever
we believe we are capable of we strive to do. If we are
not really capable, we might fall ill, for example, as
this would provide an excuse acceptable to our concept of
self.
Evaluation
- Intuitively correct
-
Not clear about some terms especially Self-actualisation.
Not based on replicable rigorous research. But, a useful way to
look at humanity.
- Ambiguous, vague and woolly.
- Students have fun, but are they learning what they should be learning?
- Who defines what children need to learn?
- But a school does not have to become totally humanistic. Humanism
can apply to the curriculum, teaching method, or style of teacher
- In reality a teacher can pick any approach that suits the particular
lesson being taught; Skinner, Piaget, Vygotsky and Rogers can all be used.
- Because teachers often use a combination of approaches it is difficult to
determine which approach is most effective.
Instructional implications of humanistic theory.
Student-centred teaching.
social personal development.
De-emphasise rigorous, performance-oriented, test-dominated
approaches. Provide opportunity for success.
Discovery learning.
Respects students feelings and aspirations. Right to self-determination.
The humanistic approach is a broad term that encompasses three main
approaches (Kirschenbaum 1975):
- Humanistic content curricula - Teaching topics that are directly relevant
to the students' lives (e.g. drugs awareness)
- Humanistic process curricula - Focuses on the whole student and can
include teaching assertiveness training, for example.
- Humanistic school and group structures - restructuring the whole timetable
and school environment in order to facilitate humanistic teaching or just
individual classes. The approach includes:
- On a school level - open classrooms, class meetings and finding
alternative ways of assessment.
- On a class level:
- Students exercise choice and control over activities
- Curriculum focuses on what the children are concerned about.
- Focus on life skills - thinking skills combined with social skills
(e.g. sharing and communicating). Co-operative learning
- Self-evaluation and self-monitoring
- Teacher becomes a facilitator.
Behaviour control by Rogers
(Rogers & Skinner, 1956)
- 1 Value humanity as a self-actualising process; value
creativity.
- 2 Use science to discover the conditions that best lead
to the above.
- 3 Individuals or groups should be self motivated. Set
their own goals.
- 4 Students become - self-responsible, make progress in
self- actualisation, flexible, creative. Because they
have autonomy.
- 5 All this creates a social system - (Values, knowledge,
adaptive skills, concept of science) - all these would
continually change and grow.
Humanistic Movement in Education.
Behaviourism
Freudian
Humanism - third force in Psychology
- 1) Uniqueness and importance of the individual.
- 2) Reaction against overly mechanistic and dehumanising
approaches.
Principles of Humanistic education
Current and future welfare of students
worth and rights of the individuals
Openness, honesty, selflessness, altruism.
Traditional approach -
- large numbers, regimentation, anonymity,
- competition for academic success.
- Little time nor energy.
Can be humanistic teacher in a traditional teacher classroom.
Common Emphasis on humanistic approaches to
education.
- 1 Affect - emphasis on feeling and thinking.
- 2 Self-Concept - positive, self-concept important Many
students are disinvited students (Borton,
1970). [look at box p250].
- 3 Communication - positive and honest
- 4 Personal Values - Importance of personal values,
facilitate the development of positive values. Must know
themselves, express themselves, self-identity, actualise
themselves.
Traditional
-
- Mastery of academic content
- good citizenship
- sportsmanship.
Humanistic approaches use group processes.
Groups
Students can express their feelings more openly, discover and
clarify their feelings. Explore interpersonal relationships
Articulate personal values. Games - including role-playing.
Problems - Novice teacher will lack specific guidelines.
3 approaches
- 1) Open classroom
- 2) Learning Styles
- 3) Co-operative learning
Problems with traditional schools
Compelled to attend
Little choice in the content of a curriculum, the value of which
may not be apparent.
Share teachers time and other resources with other students.
Classmates differ from one another in ability and experience.
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. [Not user-friendly!] no doubt that
traditional schools favour some.
Goals - individual growth, critical
thinking, self-reliance, co- operation, commitment to lifelong
learning.
Most important person - student not teacher.
Not curriculum bound
Not age/grade locked.
Student-centred - intensive, but relaxed teacher/pupil contact.
Needs low teacher/pupil ratio.
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.
Students tend to have better self-concepts and are more creative
and co- operative, but academic achievements are lacking.
Allow student to use a learning style that
suits them.
e.g. working on soft carpet or around a table
highly structured lessons, peer teaching, computer-assisted
instruction, self-learning.
Subjects rotated, to be taught at different times of the day.
Dunn and Griggs (1988) - 10 learning
styles-driven schools visited, learners performed well on a
variety of measures of academic performance.
Many passed subjects, previously failed. Most loved school.
Difficult to measure (Snow and Swanson, 1992) - current list of
learning styles and instruments used to measure them are
unorganised, lengthy, include a large range of habits,
personality characteristics and abilities.
Students are often in competition with
each other or have to work individually towards achieving their
personal goals.
Co-operative Learning not only combines cognitive and affective
aspects of learning, as well as emphasising participation and
active engagement, But also stresses academic achievement and
clearly defined curricular goals.
Johnson et al (1984) outlines 4 components of co-operative learning:
- Positive interdependence - students work towards a common goal and share
materials.
- Individual accountability - every student must contribute to the final
outcome
- Interpersonal and small-group skill development - The goal has an inbuilt
social skill component.
- Face to face interactions - an essential part of this leaning strategy.
4 to 6 students have a worksheet they must
learn or complete together.
encouraged to help each other.
Praise for co-operating and finishing the assignment.
No competition among groups.
As above, except:
Each team has high and low ability students,
different ethnic backgrounds, children of both sexes.
New material presented in class in traditional manner. Following
this groups given material to study and worksheets to complete.
can work individually or together
Encouraged to help each other. At end of that week's material,
students answer quizzes individually.
Team scores are calculated.
team that has improved the most is given the most recognition.
Slavin (1983) 'Students see learning activities as social instead
of isolated, fun instead of boring, under their own control
instead of the teacher's'
Help each other more, do not make fun of those with learning
difficulties.
Same as above, but tournaments at end.
Regrouped into individual competitors, from different groups of a
similar ability. In threes, they take turns to draw cards, and
ask the question printed upon it. Can challenge the answers. They
keep the card if correct. At end, points are added up and
credited to the pupil's original (learning) group.
Each member gets separate parts of the
whole. Must teach what they have learned to other members of the
group.
Students select topic - then divided into
sub-topics, based on student's interests. Groups are formed to
investigate each sub-topic.
Each group formulates a plan and assigns responsibilities.
members can work individually or with others. At end group
members meet to share information. They then decide how to
present this information to the rest of the class.
Teachers help with academic and social skills.
Students taught specific procedures in
questioning, clarifying, summarising and predicting. They then
have to teach some of the material to their teacher. (Palinsar
and Brown, 1984)
1 Unlike 'Learning styles' approach,
requires no major restructuring of the school day.
2 Fosters co-operation among students of different abilities,
ethnic backgrounds, ages and sexes.
Used in conjunction with traditional
lessons for 60 to 90 minutes a day. Others recommend 70% of class
time to be used in this way. 20% individualistic. 10% competitive.
(Johnson and Johnson, 1975).
Careful preparation of materials,
worksheets, questions, resource materials, etc.
Johnson et al (1981) 122 studies analysed.
1 Better achievement at all grades and for all subjects, because
group discussion and co-operation promote discovery.
Develop higher-quality cognitive strategies.
Increases motivation, comprehension (by having the student teach)
enrich learning by having students of different abilities and
experiences. Promotes highly positive relationships among group
members.
Israeli and Arab students not only performed better academically,
but also displayed fewer signs of ethnic tension in their
language (Sharan & Shachar, 1988).
Bossert (1988) agrees but says the effect could be because
lessons are more highly structured and systematic, rather than
effect due to peer interaction.
Some students waste time talking about
irrelevant matters. Some members dominate and others are ignored.
Slavin(1990)
1 Incentive to co-operate
2 Individual accountability
Vygotsky (1978) theory says learning is highly dependent on
1 Social interaction
2 Language.
1 Bossert(1988) low achieving
students are sometimes embarrassed by their performances
and ashamed of lowering the groups score. Motivation and
self-concepts deteriorate. To counteract this make sure
you reward the group that has shown the most improvement.
2 Bossert (1988) - One reason why the
technique works is because it is a change from normal
classroom teaching. If teacher goes over to 100% co-operative
learning, this advantage is lost.
3 Bossert (1988) - Also important for
student to learn competitive and individualistic skills.
Humanistic teachers aim for good things,
but these are not clearly defined. Also not easily measured.
Humanistic approaches are highly dependent upon the capabilities
of the teacher.
Overall, Open schools do not deliver academic performance,
but non- graded schools (no age/grade placement and no graded
report cards), have positive effects on achievement (Gutierrez
& Slavin, 1992).
Present structured curriculum in ungraded, no fail environment.
But
Criticisms can not be directed at learning styles-oriented
schools and co-operative learning. many learning styles schools
use group methods which involve co-operative learning.
