Humanism / Motivation
Characteristics
Key contributers
Epistemology
Learning theories.
Ontology
Transformative learning theory
focuses on the human freedom, dignity, and potential
Abraham Maslow 
Carl Rogers
Malcolm Knowles
people act with intentionality and values
the study of the self, motivation, and goals are areas of particular interest
it is necessary to study the person as a whole, especially as an individual grows and develops over the lifespan (similarities to systemic theory??)
contrasts with behaviorist notion of operant conditioning (which argues that all behavior is the result of the application of consequences) and the cognitive psychologist belief that the discovering knowledge or constructing meaning is central to learning
primary purpose of humanism could be described as the development of self-actualised, autonomous people
Affective and cognitive needs are key, and the goal is to develop self-actualized people in a cooperative, supportive environment
learning is student centered and personalised, and the educator’s role is that of a facilitator
Key principles and applications
The whole person
Self evaluation
Felt concern
Teacher as a facilitator
Choice and control
emphasis on students' choice and control over the course of their education. Students are encouraged to make choices that range from day-to-day activities to periodically setting future life goals
focus on the felt concerns and interests of the students intertwining with the intellect. It is believed that the overall mood and feeling of the students can either hinder or foster the process of learning
both feelings and knowledge are important to the learning process
grades are irrelevant and that only self-evaluation is meaningful. Grading encourages students to work for a grade and not for intrinsic satisfaction
The tutor or lecturer tends to be more supportive than critical, more understanding than judgmental, more genuine than playing a role
Origins
Humanistic psychology is a psychological perspective that rose to prominence in the mid-20th century (1960s) in answer to the limitations of Sigmund Freud's psychoanalytic theory and B. F. Skinner's behaviorism
a motivational theory in psychology that argues that while people aim to meet basic needs, they seek to meet successively higher needs in the form of a pyramid
Maslow's Hierarchy of needs
Key contribution: the Hierarchy of Needs
Criticisms
humanist approach has a reduced capacity for experimental research,
lack of methods for treating of different mental health problems, and
disagreement on the basic humanist assumption of inherent human goodness.
for a person to "grow", they need an environment that provides them with genuineness (openness and self-disclosure), acceptance (being seen with unconditional positive regard), and empathy (being listened to and understood)
Key approach: Person centred therapy
Principles of andragogy
Key contribution: Andragogy
Adults need to be involved in the planning and evaluation of their instruction.
Experience (including mistakes) provides the basis for the learning activities.
Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
Adult learning is problem-centered rather than content-oriented. (Kearsley, 2010)
What is reality
How can I know reality
Reality is subjective and based on a perspon's perception of the world
an approach which studies the whole person, and the uniqueness of each individual
developed as a rebellion against what some psychologists saw as the limitations of the behaviorist and psychodynamic psychology. The humanistic approach is thus often called the “third force” in psychology after psychoanalysis and behaviorism
Experiential learning
A four-stage cyclical theory of learning, Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behavior.
Key principes
learning is the process whereby knowledge is created through the transformation of experience
David Kolb
Concrete Experience - (a new experience or situation is encountered, or a reinterpretation of existing experience).
Reflective Observation of the new experience. (of particular importance are any inconsistencies between experience and understanding).
Abstract Conceptualization (reflection gives rise to a new idea, or a modification of an existing abstract concept)
Active Experimentation (the learner applies them to the world around them to see what results)
based on the importance of experience and its understanding
commonly three types of experience can result in transformative learning
Addresses transformative learning in adults: the learning that strongly influences learner, his beliefs and values
Jack Mezirow
experience,
critical reflection, and
rational discourse.
Facilitation theory
sees the teacher as the key role in the process of learning, but not as a walking textbook transmitting its contents, but as the facilitator of learning
three attitudinal qualities (core conditions) necessary for facilitative practice
Addresses two kinds of learning: Rote and experiential
We cannot teach another person directly; we can only facilitate his learning.
Carl Rogers
Invitational learning
Prizing, acceptance, trust. This refers to teacher's caring about the student and his acceptance of student's feelings
Empathy. Empathy means being able to walk in others shoes
Realness. “It means that he [the teacher] is being himself, not denying himself.
Four assumptions
This human potential should be developed through the educational process, which is characterized by the so-called five P-s
grounded in two theoretical foundations
William Purkey
Self-Concept Theory (“maintains that behavior is mediated by the ways an individual views oneself, and that these views serve as both antecedent and consequence of human activity
The Perceptual Tradition (“human behavior is the product of the unique ways that individuals view the world
respect (of other people since they are able, valuable, and responsible)
optimism (since people possess practically unlimited potential in all areas of human endeavor)
trust (that one will find his own best way of accomplishing things)
intentionality (to act intentionally in order to offer something beneficial to others)
Policies (rules and procedures)
Programmes (curriculum and students)
Places (school environment)
Processes (how the other 4 Ps are conducted
People (teachers)
ARCS model of motivational design
here are four steps for promoting and sustaining motivation in the learning process
John Keller
Relevance
Confidence
Attention
Satisfaction
attention can be gained in two ways: (1) Perceptual arousal – uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events; or (2) Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be solved.
Establish relevance in order to increase a learner’s motivation. To do this, use concrete language and examples with which the learners are familiar
Help students understand their likelihood for success. If they feel they cannot meet the objectives or that the cost (time or effort) is too high, their motivation will decrease
Learning must be rewarding or satisfying in some way, whether it is from a sense of achievement, praise from a higher-up, or mere entertainment
Maslow’s Hierarchy of Needs
human actions are directed toward goal attainment
Any given behavior could satisfy several functions at the same time
a motivational theory in psychology that argues that while people aim to meet basic needs, they seek to meet successively higher needs in the form of a pyramid
Divided into 5 levels (4 low-level needs and and a growth need)
Abraham Maslow
Hierarchy of needs
Esteem – includes confidence, self-esteem, achievement, respect, etc
Belongingness – includes love, friendship, intimacy, family, etc.
Self-actualization – includes morality, creativity, problem solving
Safety – includes security of environment, employment, resources, health, property, etc.
Physiological – includes air, food, water, sex, sleep, other factors towards homeostasis, etc.
Reality is subjective