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Humanist approaches to education Humanist approaches to education

Humanist approaches to education - PowerPoint Presentation

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Humanist approaches to education - PPT Presentation

wwwpeterscalesorguk Behaviourism recap 1 Pavlov studied digestion and salivation in a humans b giraffes c dogs 2 What is the difference between an unconditioned response ID: 309653

education learning humanistic humanism learning education humanism humanistic principles learn org humanist adults click teaching person adult knowles www

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Slide1

Humanist approaches to education

www.peter-scales.org.ukSlide2

Behaviourism

– recap1. Pavlov studied digestion and salivation in:

a) humans b) giraffes

c) dogs2. What is the difference between an

unconditioned response

and a

conditioned response?Slide3

Behaviourism

- recap3. What is the difference between classical conditioning and operant conditioning?

4. Behaviourism a s_ _ _ _ _ _ fic

approach to psychology and learning.Slide4

What shall we do for the rest of this session?Slide5

What do you know about humanism?

(Not just in relation to learning and education.)Slide6

https://humanism.org.uk

Interesting link –

Elliott EisnerSlide7

How can I be happy?Slide8

Some key ideas …

meaningauthorityhappinessbeing unique“no simple recipes”Slide9

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.htmlSlide10

Maslow

McLeod, S. A. (2007). Maslow's Hierarchy of Needs. Retrieved from

http://www.simplypsychology.org/maslow.htmlSlide11

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:Slide12

It has a quality of

personal involvement – feelings

and

cognition

It is

self-initiated

– even when initiated from the outside, the sense of discovery, of reaching out, of comprehending, comes from within

It is pervasive – makes a difference to the behaviour, attitudes and personality of the learner

It is evaluated by the learner – whether they are learning what they need to learn

Its essence is meaning – when learning takes place the meaning is built into the whole experience

Click on CarlSlide13

“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”Slide14

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 pictureSlide15

Summerhill

SchoolOptional 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 videoSlide16

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’)

Clicketh

meSlide17

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 websiteSlide18

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

. Slide19

Malcolm Knowles – Proposed 6 Principles of Adult Learning

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

Their self-concept is important. They often wish to be autonomous and self-directing.

Their prior experience

is influential. It can be used as a resource for current learning. It can also shape attitudes to current learning.Slide20

Malcolm Knowles – Proposed 6 Principles of Adult Learning

Readiness to learn is important. Adults usually learn best when something is of immediate value.

Adults often focus on solving problems in contexts or situations that are important to them.

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 PublishingSlide21

Key principles

of adult learningInteractive activityhttp://resources4adultlearning.excellencegateway.org.uk/cpd/generic/keyprinciplesactivity.htmSlide22

Promoting learning – humanistic principles

Need to knowReadiness to learnAutonomy and self-directionProblem solvingPrior experienceMotivation

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, NYSlide23

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.Slide24

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.Slide25

Discussion

How humanist can we/ should we be?Identify some practical and philosophical reasons not to use humanist principlesSlide26

See also Chapter 5

pp. 94 -97Slide27

Criticism of humanist approaches

Christodoulou, D. (2014) Seven Myths About Education London: RoutledgeEcclestone, 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