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
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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