The humanistic viewpoint of education grows out of the work of Carl Ransom Rogers. Rogers’ book Liberty to Learn takes advantage of her his knowledge and analysis in psychotherapy in order to talk effective instructing strategies (Patterson, 1977).
With this book, Rogers argues that “the only man that is educated is a man who has learned the right way to learn” (cited in Patterson, p. 17). The goal of education, then, must be not only mental education although also the growth and advancement the entire person, with concentrate on fostering creativeness and self-directed learning (Patterson, 1977). In order to focus on the goal, Rogers advocated experiential learning, where the student understands from everyday activities (Patterson, 1977). While others just before him acquired noted the value of this type of education, Rogers was your first to get its execution (Patterson, 1977).
This type of learning, with its concentrate on the entire person, is humanistic, as humanists believe that “it is necessary to study the person like a whole” (Huitt, 2001). Gauge and Berliner (1991) described the five essential goals of humanistic education: to advertise self-direction and independence, to develop the ability to have responsibility for what is discovered, to develop imagination, to inspire curiosity, and to promote an interest in the arts. Insofar as adult education is concerned, a number of components that Gage and Berliner (1991) identify to be essential to these kinds of five standard goals of humanistic education are particularly relevant. First, the authors contend that pupils learn best lawn mowers of a non-threatening environment (Gage and Berliner, 1991).
For adults seeking possibly to total their high school graduation degrees or return to institution in an environment surrounded by learners much youthful than themselves, it seems logical that a nonthreatening environment could help them accomplish more achievement. Second, the authors insist that pupils will learn greatest what they want and need to learn (Gage and Berliner, 1991). This concept also seems to particularly suit the requirements of adult students, many of whom are actually in the work-force and are conscious of what skills and knowledge are necessary for his or her own career advancement.
References Gage, N., & Berliner, G. (1991). Educational psychology (5th ed. ). Boston: Houghton, Mifflin. Huitt, W. (2001). Humanism and Open Education. Educational Psychology Interactive.
Valdosta, GA: Valdosta State University. Retrieved Summer 1, 2009 from http://chiron. valdosta. edu/whuitt/col/affsys/humed. html. Patterson, C. L. (1977).
Footings for a Theory of Instructional and Educational Mindset. New York: Harper & Row. Retrieved upon June one particular, 2009 via http://www. sageofasheville. com/pub_downloads/CARL_ROGERS_AND_HUMANISTIC_EDUCATION. pdf.
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