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TOPIC 3 THE HUMANISTIC SCHOOL OF THOUGHT

THE HUMANISTIC SCHOOL OF THOUGHT: SOCIAL AND EMOTIONAL

LEARNING

The second school of thought offered to explain how we learn and therefore,
how we should teach comes from humanistic education and social
psychology.

Humanists maintain education should be based upon the needs and interest
of learners.

The humanistic school urges that we teach according to the interests and
needs of children.

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BELIEFS OF THE HUMANISTIC SCHOOL

► The school curriculum should provide for both the needs and interests of
kids.
► Needs include personal safety and security, love, belonging, achievement and
autonomy, competence and healthy social relationships.
► Therefore the school should ensure that all children have the opportunity to have
good relationships with their peers and the teacher.
► With regard to their interests, among other things, children are interested in their
environment and should have the opportunity to learn it and from it.

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► Learners should be individualised and personalized.

► Its should be self, rather than teacher-directed.
► Kids should be given latitude to learn what they personally have interest
in and how they wish to learn.
► The school should fit the children and not the children fit the school
(Neill, 1969)

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► Learners should not only regulate what and how they learn but also be
responsible for evaluating themselves and their progress.

► Knowing how to learn is more important than the acquisition of specific

knowledge.

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► Developing attitudes and values are as important as acquiring knowledge.

Therefore teachers should make sure affective or attitudinal learning
objectives are pursued.

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► Learners best in a psychological safe environment where they are

accepted and valued. Each child should be accepted as he is, not judged
by what he should or could be.

► Learners learn best when they have good feelings about themselves and
others. They prosper when they have self-respect and a feeling of efficacy
or control over what happens to them.

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ROLLO MAY
CARL ROGERS
The past doesn’t determine the
People have their deepest core a
present or the future – we have
positive goodness and will express
freedom of choice.Take
that when accepted and trusted.
responsibility.

ABRAHAM MASLOW
Growth is not automatic because
people are motivated to act only
when a set of lower needs are
satisfied.
ALFRED ADLER
Self-actualization only occurs when
accompanied within one’s social
group and support is available.

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HUMANISTIC APPROACHES TO TEACHING AND LEARNING

a) Inviting School Success

► Was developed to get teachers to communicate to learners that they are

‘responsible, able and valuable’ people.
► To convey this, invitational learning calls upon teachers to:
► Know learner’s name
► Have individual contact with each teachers
► Show learners they respect them
► Be honest with learners and themselves
► Not take a student’s rejection personally, ad
► Respect themselves as teachers.

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c) Values Clarification

► Refers to techniques by which learners:

► Identify how they feel or what they believe about something
► Value that feeling or belief, and
► If valued, act on it.

► The intention is for learners to become aware of the values they hold, since those
values influence their behaviour. Then they consider the legitimacy or goodness of
what they value.

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d) Moral Education

► Moral education is akin to character education, values education and citizensihip

education. These techniques are designed to help learners develop more
responsible behaviour both in and out of school.

► Teacher can do a number of things to enhance higher levels of students’ morality

and character, such as:
► Serving as role models who are always respectful and caring of others and who
intervene as necessary to get students to be respectful and caring, too
► Creating family or community atmosphere in the class so that all students feel
worthwhile and care about one another, and
► Encouraging students feel to hold high academic and behavioural standards in
order to teach the values of work as a way to develop oneself and contribute to
a community.

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e) Multi-ethnic Education

► Refers to educational practice that encourage learners to revere their roots and
culture – ideas, skills, arts and so forth, - and to revere the culture and diversity of
others.

► Related educational practices include helping learners become aware of the

various contributions or ethnic and national groups to a nation’s development and
well being, and encouraging learners to find out more about their own ethnic and
cultural backgrounds.

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THANK YOU

u n i t a r. m y
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