HUMANIST PSICHOLOGY

1. HISTORICAL AND THEORETICAL LANDMARKS OF THE HUMANIST

APPROACH IN EDUCATION
1.1. HISTORY OF THE HUMANIST APPROACH IN EDUCATION
1.2. CHARACTERISTICS OF THE HUMANIST THEORIES
2. HUMANIST EDUCATIONAL THEORIES
2.1. SELF UPDATE THEORY (ABRAHAM MASLOW)
2.2. THERAPEUTICAL TEACHING THEORY (CARL ROGERS)
2.3. OTHER HUMANIST THEORIES OF TEACHING
3. POSTMODERN HUMANIST APPROACHES
3.1. AUTOBIOGRAPHICAL METHOD (W. PINAR)
3.2. CRITICAL ANALISIS AND TRESPASSING STRATEGY (M.
APPLE)

Objectives: after studying this chapter, the students will be able to:
1. Analyze the defining elements of humanistic approach in education;
2. Exemplify the potential of the humanist theory in the context of new educations, by
considering the current social issues;
3. Apply non-directive, therapeutical and existential methods to facilitate learning and
personal development;
4. Establish the principles of a proper effective strategy to facilitate their personal
development and maximize the potential for learning.

Recommended bibliography:
1. Apple M., King N., 1977, What Do Schools Teach?, n R. H. Weller, ed, Humanistic
Education, BerkeleyCalif: McCutchan
2. Hayes N., Orrell S., 2010, Introducere n psihologie, Ed. All, Bucureti
3. Maslow A., 1968, Toward a psychology of being, ed. a II-a, Princeton, NY: Van
Nostrand
4. Maslow A., 1971, The Farther Reaches of Human Nature, New York: Kiking Press
5. Rogers C. 1981. A way of Being. Boston: Houghton Mifflin
6. Rogers C., 1951, Client Centered Therapy, Boston: Houghton Mifflin

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 OVERVIEW

The course of "Humanistic psychology" proposes concrete actions for personal and
professional development of educational counsellors. The content and advanced strategies
promote the potential of humanistic learning in the context of the new educations and
contemporary society. Built like a debate about human values, consciousness and
emancipation, the present course invites to reflection on the purpose, values and principles of
contemporary education.

1. HISTORICAL AND THEORETICAL LANDMARKS OF THE

HUMANIST APPROACH IN EDUCATION

Chapter 1 presents the historical and theoretical parts of the humanistic approach in
education. It describes the philosophical and educational concepts underlying the recognition
of humanistic psychology as a discipline of study and counselling work as a profession. In
the second chapter, the characteristics of the humanistic theory are listed - goals, objectives,
research tradition, the specific methods, defining elements - with emphasis on the existential
side of education.

1.1. HISTORY OF THE HUMANISTIC APPROACH IN

EDUCATION

Humanistic approach has its origins in the progressive philosophy and child-centred
movement initiated in the 1900s, the United States. Progressive militants as John Dewey,
Charles Judd and Francis Parker criticized traditional education, mainly technocratic,
suppressing creativity, freedom and personal development of students. The approaches of the
teachers were requesting the humanization of the educational act, first by including the
social, cultural, artistic and psychological aspects in education.
Education is a deliberative process (multiple and complex ways) through which
students take practical decisions about their lives. This approach involves difficult situations,
possible solutions and assumptions that involve reflective thinking. The role of the educators
is to develop and guide pupils' understanding. Through reflection, awareness and
empowerment, students will develop attitudes and habits of action, with which they can solve

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problems critically and constructively life issues.
Humanistic postmodern theories have emphasized the importance of emotional and
affective factors in education. Self-image theory, learning theories, the non-directive theory
of Rogers (client-centred counselling and psychotherapy) were given the status of
professional activities in counselling psychology. Existential concepts, approaches such as
cognitive - behavioural and experiential, with a real philosophical foundation, outlined a new
area: humanistic psychology.

1.2. CHARACTERISTICS OF THE HUMANISTIC THEORY

The humanistic theory is normative, based on values that emphasize the relationship
between emotional, physical and intellectual. The humanization, the rehumanization requires
the development of consciousness and thus understanding. The process of understanding
includes philosophical and methodological approaches for the interpretation of social reality,
understanding the construction of educational reality. We speak of a moral activity as well,
and a specific activity with implications for society that we want to build.
The humanist educators require the autobiographical reflection, by reconsidering the
content taught. The educational experience is open to reflection, interpretation, supported by
discussions about current topics. The education involves reflection, redefining, rethinking,
reinterpretation of educational experiences, being defined as:
- H. Kliebard, P. Freire (human phenomenon, problematic situations, pure
consciousness),
- W. Pinar (personal becoming, autonomy, soul and heart, mature personality).
In education, the humanistic approach has the following characteristics:
- focusing on the individual as the subject of their training,
- inducting the personal development through actions of self awareness,
- selecting the content depending on the needs of the forming person,
- free access to knowledge guided by motivational and personal orientation,
- encourage reporting to multiple sources,
- exercise of pedagogical authority by a non-directive way etc.
The humanistic education brings to the fore the emotional side of learning and the
cognitive one. The educator is not someone who merely reproduces knowledge; he is
involved emotionally in learning, proposing stimulating exercises and topics that might

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attract students, involving them personally. It is important for the educator to teach his
students to teach, to inspire pleasure to learn, to deepen. At the heart of this vision there are
the three verbs to know to be, to know to become, to know how to live, replacing the
categorical to know everything with regard to the scientific content to be gathered. The
humanist educators believe in their students enough to allow them to make many choices
about what and how to teach themselves.
The humanistic psychologists consider that the stage object of psychology should be
conscious experience, subjective to the individual. This approach emphasizes the uniqueness
of human beings, their freedom to choose their own destiny. In their view, psychology should
first try to help people maximize their potential for psychological growth.

HUMANISTIC APPROACH
TEACHERS, STUDENTS, CLIENTS:
SCHOOL COUNSELORS:
- are collaborators in learning, - are active participants in their own
- stimulate students' personal development learning,
through actions of self-awareness, - make decisions about what they
- recognize and respect the different teach and how they learn,
learning styles of students, - build new knowledge and skills
- select learning contents to the needs of based on the previous,
students, - work in collaboration with each
- meet students' personal orientation and other,
motivation, - demonstrate authentic learning,
- encourages students to multiple sources - monitor their learning, acquire
reporting the learning process, knowledge and understand how it
- not impose targets or goals, develops learning strategies,
- does not control and do not evaluate their - are intrinsically motivated to
own learning. discover their own purposes.

2. HUMANIST EDUCATIONAL THEORIES

Chapter 2 presents the theories of the most renowned representatives of the

humanistic psychology: Abraham Maslow, Carl Rogers, A. Combs, W. Purkey, H. Gordon.

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The concepts presented stress the importance of gradual satisfaction of the human needs, self
updating condition, the utility of therapeutic and nondirective methods in the process of
learning and considering the need for continuous achievement of the human potential.

2.1. SELF UPDATE THEORY (ABRAHAM MASLOW)

Abraham Maslow, a well known phenomenologist developed a classical theory of

human needs, seen as an alternative to psychoanalytic and behaviourist interpretations of
human behaviour.
According to the psychologist, the main differences between the two main
categories of reasons (necessities) are:
a. Individuals are dominated by the needs of deficiency, but they will seek to
satisfy them and also those of development;
b. The satisfaction of the deficiency motivation leads to the reduction of the
unpleasant blood pressure and to the establishment of the balance in the
body; the satisfaction of the increasing motivation leads to the maintenance
and the development of a pleasing pressure in the body;
c. The satisfaction of the necessity of impairment is dependent on the others,
while the satisfaction of the increasing needs depends on the individual
autonomy depends;
d. The needs of deficiency are placed under the sign of urgency, while the
development ones are placed under the sign of importance, of significance,
of value.
The psychologist substantiates his position by presenting the 43 basic postulates,
contained in his Towards a Psychology of Being (Maslow A., 1968):
- Every individual is born with certain inwardness.
- This inner nature is shaped and influenced by experience, unconscious thoughts and
feelings, but it is not dominated by these forces.
- Individuals control most of their own behaviour.
- Children should be given the opportunity to make as many decisions on their own
development.
- Parents and educators are called to play an important role to give children the
opportunity to make wise choices. The first requirement is to meet the needs of safety,

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 love, comfort and personal esteem, leaving them to grow and not controlling their
growth paths.
A. Maslow's theory explains the process of making decisions in certain situations.
According to the psychologist vision, in every person there are two fundamental types of
forces that animates it. A set of forces are directed towards maintaining personal safety and
are activated by a tendency of avoiding failure, change, while the other set of forces,
opposed, pushes the individual to seek new opportunities to best use his personal skills, to
achieve new success. In any election, people must make decisions about what it entails or
threatens his personal safety.
In A. Maslow's conception, learning is a continuous process that takes place
throughout life, and experimentally, the essence of being a full human potential. The
psychologist uses the term of humanistic psychology by advancing three principles:
- focus on personal experience as an initial step in learning;
- emphasizing the human qualities: creativity, freedom of choice, personal
achievement, as opposed to the way people think in mechanical terms and about
learning in cognitive terms;
- the importance of the psychological development of human potential learners.

2.2. THERAPEUTICAL TEACHING THEORY (CARL ROGERS)

In 1959, Carl Rogers has advanced a humanist theory, considered to be a real

challenge to psychoanalytic and psychometric approaches to personality. The approaches
were considered by the psychologist to be limited, showing narrow ideas about the human
potential. In his view, personality is seen as a coherent unit, not a separated one. Personality
is not identical with the inner self and every human being is one who knows his own self.
According to the humanistic theory of personality, each individual has two basic
needs:
- the need for self-actualization,
- the need of appreciation.
a. The psychologist believes that there is a part of the human personality that
manifests itself by striving for continuous growth and development, where people
are employed at all times, if not upset or under stress (N. Hayes, S. Orrell, 2003,
p. 244). According to his vision, man has a continual need to enhance the

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 potential, considered to be a fundamental need. All people are born with a
tendency towards self-realization, so that makes us grow and develop as healthy
and mature human beings. If this aspect of personality is limited, consistently
repressed, there will appear neurotic or psychotic problems.
Carl Rogers uses the term of updating need signifying the need for updating or
creating his own potential. Through all of this needs we assess our life experiences. Thus,
experiences perceived as positive encourage our development and those perceived as
negative inhibit us or suppress our self-updating. Based on these assessments each person
develops his own set of values.
b. Another fundamental human need, evidenced by the psychologist, is the need for
appreciation. This appreciation is reflected in the feelings of love, affection,
respect that other people show to the individual. When these elements are missing,
the self-image of the person is damaged, this lack interfering with the need to
update.
Developing a healthy personality implies the absence of conflict between the terms
value and inner urge of self-actualization. Each person needs to know that there are one or
two people who cherish him unconditionally, regardless of the behaviour that he can take.
The individual no longer seeks social approval, knowing that whatever he would do and say
that person cherishes him and will never disapprove him.
C. Rogers says that most of his patients had neurotic parents who have not given their
children strong feeling of being absolutely loved and appreciated, instead they always
conditional love of good behaviour. This sent the message that the child was not loved at
all and that parents would have liked, in fact, another child, an ideal one, who is never
obtrusive. These children grew up with the desire to be admired by the others, neglecting the
self-actualization in time. In time, they have imposed their high standards of conduct,
unrealistic, there being a big discrepancy between the real and the ideal self (N. Hayes, S.
Orrell, 2003, p. 244). People can solve problems if they are freed from the need to gain social
approval and are valued by someone unconditionally.
These therapeutic principles can be applied successfully in education. Thus, C.
Rogers launched the idea of student-centred education, advancing nondirective and
therapeutic procedures and methods to facilitate learning.
The essential concepts of his educational vision are:
a. The concept of reality

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 According to the psychologist, the reality is built on the perceptions of the
individuals: man lives according to a perceptual map, which is not the reality (C. Rogers,
1951, p.485). The concept of reality should cause teachers to be aware of the learning
experiences they facilitate.
b. Non-directive teaching
The psychologist believes that therapy is an effective method of learning. Positive
human relations empower people to develop. Interpersonal relations between learners are
equally important as cognitive outcomes (C. Rogers, 1981). The teacher's role in non-
directive teaching is of facilitator, an existentialist teacher who guides the development of his
students. Through this role, the teacher helps students to discover new ideas about their lives,
about the purpose of education and society. Counselling methods help students to be
responsible for their conduct, to be aware of their own learning, to make smart choices.
c. Phenomenology
Concepts such as existential psychology, creativity, psychological health,
consciousness, value, identity, self psychoanalysis are essential to the self-updating and self
realization process.
d. Motivation of learning
C. Rogers believes that traditional learning is so impersonal, cold and distant, that
the information obtained enter one ear and go out the other. According to the psychologist,
we learn only what is truly important and relevant for us as people. That is why, in his
classic Freedom to Learn, Rogers prescribes three conditions necessary and sufficient to
promote learning: empathy, unconditional positive attitude and congruence. Thus, educators
will create a warm climate and positive acceptance from students. Humanistic learning
involves feelings, thinking, goals, and social skills. The result is a capable person, willing to
learn throughout life.

2.3. OTHER HUMANIST THEORIES OF TEACHING

Enthusiastic advocate of the humanist approach, A. Combs has developed a theory

based on his experiences as a psychotherapist. In support of this view, he went on the
assumption that all behaviours of a person are a direct result of a person's perceptual field
since his behaviour. Thus, educators must understand and relate to any situation in terms of
student learning or the one who has to learn.

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 His vision is focused, in particular, on the importance of personal perception of the
learner. How to charge a person is of paramount importance. The purpose of education is to
help the student develop a positive self image. From this point of view, Combs developed six
characteristics of a good teacher:
- must be well informed on his field
- be sensitive to the feelings of students and colleagues
- believe that his students are able to learn
- have a positive self-image,
- willing to help students to get the best results,
- use different methods of training.
His message is The educator is a facilitator, an assistant to the child!

W. Purkey insisted on the significance of the relationship between self-image of the

student and school success. In the book Inviting to school success (1970) the psychologist
says that the way students think and feel about themselves affects how they learn. If the
teacher shows them the confidence and encourages them, the students will give their best to
learn better. To encourage students to live positive feelings, the psychologist recommended
that teachers develop and use invitational learning attitudes. In this respect, he lists the seven
attitudes of a teacher animated by solicitude: get in touch with each student (for example
learns the students name), listen carefully to what students say, he accepts, be transparent to
the students, call for better discipline (by showing respect for his students), handle the
problem of rejection (do not take personally the lack of student responses), think positively
about himself and the students.
The psychologist describes four factors that highlight the student's self esteem and
school success:
- relating (with the others),
- assertion (living and expressing his sense of self)
- investment (student involvement in learning)
- adaptation (how quickly and well the students meet the requirements of the school).

The psychologist H. Gordon recommends teachers to often send messages of

encouragement to their students. In addition to the trust that educators must demonstrate to
their students, sincerity and sensitivity to the needs of children, the ability to empathize is
another principle of this view. The importance of the messages I... is great, and the look of

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any problems arising from the point of view of students is essential (Cosmovici A., James L,
p. 286). These messages tell the students how the teacher relates to a situation. For example,
if you are in a state of grief in the class because students do not take into account the teaching
demonstration, H. Gordon suggests you tell them: I am frustrated and disappointed because
I have worked for three hours last night to have this demonstration prepared properly, and
you seem to be concerned about the school newspaper. Gordon argues that the messages of
I... have a much greater effect than the type You..., because they force students to see
that you are a real person, makes them feel more responsible and treated maturely
(Cosmovici A., James L., p. 284).

3. POSTMODERN HUMANIST APPROACHES

In Chapter 3 there are debated the postmodern humanistic concepts with emphasis on
the existential and phenomenological side of education. The autobiographical method
advanced by W. Pinar proposes steps of awareness, reflection and action in order to rebuild
the social and personal issue. The critical theory (M. Apple) uses re-educational regulatory
strategies based on conscious rationality and on human intelligence in order to humanize the
education and the society.

3.1. AUTOBIOGRAPHICAL METHOD (W. PINAR)

William Pinar (1980) proposes a new perspective in order to conceptualize

education. The major problem that it advances, highlights the negative consequences of
modern educational techniques to the academic field of education subject to a ferocious
attack by the politicians. The pedagogue refers to the public schools educators, that lose
control of the curriculum becoming domestic workers, trained by politicians to clean the
mess left by politics, culture and history.
W. Pinar states that the current state of public education is dominated by conservative
practices based on the business pattern. In this respect, he rejects categorically the
conventional educational design, based on objectives and assessment mechanisms.
Standardized testing, promoted by the rational curriculum pattern, reduces teachers
autonomy and reduces students to objects of education. Moreover, the use of procedural
techniques and strategies for planning the curriculum reduces teachers to mere technicians.

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Education cannot be subject to bureaucratic and technical objectives; it must be empowered
and emancipated by educators whose views are obtained by mechanical functions. The
purpose of education is not to produce practical applications, but to stimulate critical
thinking.
Education is the development process of awareness about freedom of choice and
accountability of elections. The educational process involves authentic experiences and
freedom to engage in philosophical, psychological and social dialogues. In this sense,
educations subjects will become human..., emotional, aesthetic, and philosophical.
Research tradition imposed by W. Pinar, proponent of transformational paradigm is
based on phenomenology, advancing their own education as an update, autobiography.
Research methods are therapy, metaphor, meditation, hermeneutics, autobiographical
method, self analysis, therapy and other gestalt therapies. These include self-discovery, self-
understanding. The research subject is a person in relation to others and the universe. The
purpose of education is to change or transform ourselves mainly.
The method involves the following steps:
a) regressive step: recalling and describing the past, followed by the analysis of the physical
relationship with the present;
b) progressive step: describing the imagined future and the determining the relationship with
the present;
c) analytical step: placing the analytical understanding of education in cultural and political
context. These three steps involve a unique and personal learning that will lead to the fourth
step;
d) synthesis.
Autobiographical method provides a strategy for his own study. The whole theory
provides a map that suggests how education should be experienced, lived, not as it should be
created. The purpose is processing their own experiences to find meaning through which
people control their own lives (W. Pinar et al., 1995).

3.2. CRITICAL ANALISIS AND TRESPASSING STRATEGY (M.

APPLE)

M. Apple considers society to be damaged and education subjected to indoctrination.

In his view, education indoctrinates students by intentional matching of each of them on a

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default social role and by excluding the current problems of society: relationships between
races, violence, economic and political control, etc. Schools emphasize the power dynamics,
being an instrument of oppression.
This critique of social and political realities gives education a strong social
foundation. A genuine education promotes democratic empowerment, social justice and
respect for diversity. Key questions prompt us to think critically:
- Who is responsible for the educational system?
- Who controls the type of knowledge that is experienced in schools?
- Who creates the criteria that will determine success?
Critical theory is based on the interpretation of socio-political reality. The goal is
empowerment of people; get involved in their own reflection to change the world.
Empowerment involves people with a conscience, with the skills and attitudes which makes
them able to lead their lives. People learn better by engaging in critical knowledge. Thus, by
thought and reflection, they may reject social conventions. Education leads to freedom and
emancipation. The goal is empowerment to free his mind and spirit, strongly affected by
brainwashing, and to construct new meanings and new social practices.
In education, knowledge is not a finished product or a syllabus. Knowledge involves
interaction between people, the challenge to accept different views, constructive involvement
to improve students' quality of life. Educational experiences promote in students the
awareness as human beings with their own ideas and political, economical, religious beliefs.
Students must be empowered to reflect on beliefs and social values.
Advanced methods require knowledge and tools of critical theory, sociology of
knowledge, philosophy, etc. These can be combined in a methodology, named by M. Apple
trespassing, meaning an earlier purchase (prerequisite) for advancement.
According to the critic, the structures and institutions of contemporary society take
control over people's lives through principles, codes of incorporation and open
manipulation. A real example is the social impact of its populist policies, considered to be
social democratic policies beneficial for workers, poor people and women. Although
seemingly beneficial, issues such as building a close relationship between the government
and capitalist economy, the decline of institutions and the power of radical democracy have
adversely affected the society, by their deliberate linking with the needs, fears and hopes of
many groups of people who feel threatened by the crisis in the economy, relations of
authority. These populist policies have failed to provide a framework of social policies and
educational practices.

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 Schools participate in the perpetuation of social logic of production and consumption,
which marginalize many: Any analysis of the ways in which unequal power is reproduced
and contested in society should be reported to education. Educational institutions provide one
of the major mechanisms through which power is maintained and challenged. These
institutions and how they are organized and controlled are fully reported to the ways that
people have access to economical, cultural resources and to power.
Education is the place that defines the type of knowledge that should be taught, what
knowledge is official and who has the right to decide what should be taught and how teaching
and learning should be assessed. The current situation shows however, that not the schools,
but the political action entails the power to declare what is or is not subject to investigation
or what is a legitimate or not legitimate approach to understanding. This syncope is due to
the fact that the academic boundaries are cultural products and they are the results of
complex political actions.
M. Apple believes that most educators create and implement goals and plans with the
intention to maintain existing inequalities in social, political and economic contexts.
Education itself loses its meaning and purpose, being an arena of political and social
guidelines. In the society we live in, the goals of education are simple slogans, because its
main task is to prepare students to function easily in the business, called society. The fierce
voice of the critic claims the need for social awareness, reflecting on the human drama of
education for the common good. In this regard, it calls for a reorganization of the schools
that addresses the current social and political issues. The proposed strategies are normative-
re-educative, based on conscious rationality and human intelligence. Students are motivated
to engage in effective action, school transcending space. The effective education results from
the connections between school and social, political, economic forces.
In M. Apple's design, the solution is a return to a common culture. This does not
represent a general extension for each one, but it implies the creation of the conditions
necessary for everyone to participate in creating the meanings and values. It is a democratic
process where people are involved in their social choices.

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 COURSE SUMMARY

The course of Humanistic psychology invites reflection on the purpose, values and
principles of modern education, involving concepts such as: self upgrading, autobiography,
consciousness, human potential, empowerment.
Chapter 1 presents the philosophical and educational concepts underlying the
recognition of humanistic psychology as a discipline of study and the counseling work as a
profession. In this way, there are stated the characteristics of humanistic theory - the goal, the
objectives, the research tradition, the specific methods, the defining elements - with emphasis
on the existential side of education.
Chapter 2 presents the theories of the most renowned representatives of the
humanistic psychology: Abraham Maslow, Carl Rogers, A. Combs, W. Purkey, H. Gordon.
The concepts presented stress the importance of gradual satisfaction of the human needs, self
updating condition, the utility of therapeutic and nondirective methods in the process of
learning and considering the need for continuous achievement of the human potential.
In Chapter 3 there are debated the postmodern humanistic concepts with emphasis on
the existential and phenomenological side of education. The autobiographical method
advanced by W. Pinar proposes steps of awareness, reflection and action in order to rebuild
the social and personal issue. The critical theory (M. Apple) uses re-educational regulatory
strategies based on conscious rationality and on human intelligence in order to humanize the
education and the society.

KEY CONCEPTS

1. The humanistic approach has its origins in the progressive philosophy and in the
child-centred movement initiated in the 1900s, in the United States. The humanistic
approach to education stresses the social, cultural, artistic and psychological needs of
the educational act.
2. The humanist theory is normative, based on values that emphasize the relationship
between emotional, physical and intellectual.
3. Self actualization (A. Maslow) represents the psychological health and maturation.
4. The humanistic theory of personality (C. Rogers): each individual has two basic
needs, the need for self-actualization and the need for appreciation.

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5. The learner-centred education involves nondirective and therapeutic methods to
facilitate learning (C. Rogers).
6. The autobiographical method is a subjective and social reconstruction, by analyzing
the past and pondering the future, to fully and completely understand the present
(Pinar W. et al., 1995).

BIBLIOGRAPHICAL RESOURCES

1. Apple M., King N., 1977, What Do Schools Teach?, n R. H. Weller, ed,
Humanistic Education, BerkeleyCalif: McCutchan, p.30

2. Apple M., 2004, Ideology and Curriculum (ediia 3). New York: RoutlegeFalmer,
p. 1-10

3. Combs A., 1965, The professional education of teachers, Allyn and Bacon, Boston

4. Cosmovici A., Iacob L., 2000, Psihologie colar, EDP: Bucureti, p. 284

5. Dewey J., 1938, Experience and Education, New York: Macmillan, p. 69

6. Freire P., 1970, Pedagogy of the oppressed, New York: Seabury, p. 7-66

7. Giroux H., 1988, Teachers as Intelectuals, Westport, Conn: Bergin&Garvey. p.

296

8. Goodman P., 1964,Compulsory Mis-education, New York: Horizon Press, p. 20-

22

9. Hayes N., Orrell S., 2010, Introducere n psihologie, Ed. All, Bucureti, p. 244

10. Holt J., The inderachieving school, New York: Pitman, 1969

11. Illich I., Deschooling Society, New York: Harper&Row, 1971

12. Maslow A., 1968, Toward a psychology of being, ed. a II-a, Princeton, NY: Van
Nostrand

13. Maslow A., 1971, The Farther Reaches of Human Nature, New York: Kiking Press

14. Neil. A.S., 1960, Summerhill: A Radical Approach to Child Rearing, New York:
Hart, p. 4

15. Rogers C. 1981. A way of Being. Boston: Houghton Mifflin

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16. Rogers C., 1951, Client Centered Therapy, Boston: Houghton Mifflin, p. 485

17. Pinar W., 1999, Introduction: A Farewell and a Celebration, n Pinar W.

(ed.). Contemporary Curriculum Discourses, p. 489

18. Pinar W., 2004, What is curriculum Theory?, New Jersey: Lawrence Erlbaum
Associates, p. 4-5

19. Pinar W. i al., 1995, Undestanding Curriculum. An Introductiona to the Study of

Historical and Contemporary Curriculum Discourses, New York: Peter Lang

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