HUMANISM

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Focus of Humanism

Focus placed on the affective dimension of the learning process

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View of Learning
Cognitive skills must be developed within the context of the learners feelings, needs and emotions

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View of Learning

Education is the development of the whole person not merely the transmission of knowledge and skills

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Erik Erikson

Identified 8 predetermined stages in human psychological development, each with its particular challenges.

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Eriksons Stages

Each stage deals with thoughts, emotions, feelings that must be handled appropriately to facilitate a persons learning

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 Challenges well handled moves smoothly to the next stage, in a strong position to deal with the challenges there

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Dealing with the Challenges

Challenges well handled moves smoothly to the next stage, in a strong position to deal with the challenges there

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Dealing with the Challeges

Challenges inadequately handled will constantly reappear throughout the persons life, hindering his being able to deal appropriately with subsequent stages and their challenges

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Competence, Fidelity
Challenge (Adolescence) search for personal identity Successfully handled develops a strong sense of selfidentity / self acceptance, less susceptible to peer pressure, has high hopes for the future

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 Inadequately handled role confusion, anti-social behaviour, aimlessness, no fixed goals towards which to aspire

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Implications for learning

Encourage learners to think for themselves, come to conclusions, to express themselves in constructive ways

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Bases of Maslow's theory

Human beings are motivated by unsatisfied needs
Certain lower needs need to be satisfied before higher needs can be addressed.
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Abraham Maslow

Follow the link for an illustration of Maslows Hierarchy of Needs and some related factors

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Deficiency needs
Psychological, biological needs. If these are not satisfied or fulfillment is disrupted the higher order needs cannot be met

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Being Needs
Personal fulfillment in terms of cognitive and aesthetic development and the realization of ones full potential

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Revised Structure
Self actualization Aesthetic needs Cognitive needs Need for self-esteem Need for interpersonal closeness Need for safety / security / belonging Basic biological needs
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Implications for the Classroom

Learners may experience difficulties in learning because basic needs are not catered for either at home or at school

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Implications
Importance of establishing a secure environment where learners feel that they belong, receive / give respect, encouraged to be creative

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Implications

Should be able to experience a sense of freedom with a counterbalancing sense of responsibility

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Implications
Activities should be challenging, encourage curiosity, structured to facilitate the development of critical thinking skills, to help learners realize their potential

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Application
Maintain a low affective filter Cater for psychological elements feelings, emotions. Treat errors tactfully

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Application
Design purposeful tasks Encourage creativity and initiative Enable learners to develop as individuals in their own right

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Social Interactionism
Combination of Cognitive and Humanist perspectives of learning processes Cognitive, social and emotional development inextricably linked in the learning process
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 Focus placed on the importance of the learning context (climate, environment) and the nature of social and communicative interaction in the classroom

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Domains of the Learning Environment / Context

Physical physical aspects of the classroom Social competitive, cooperative, individualistic Instructional selection of content, materials, methods, teaching and assessment strategies
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 Psychological concerns the creation and maintenance of a positive and warm classroom environment which supports learning and the development of confidence and self-esteem. Learners are willing
to use the language, to learn from mistakes 18 February 2014 try out new ways to express meanings

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Lev Vygotsky
Children are born into a social world and learning occurs through interaction with people Supports a communicative approach to language teaching learning the language through using the language for meaningful communication
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 Effective learning results from the interaction between two persons with different levels of knowledge teacher or more competent peer / learner

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SUMMARY
Learning is a complex process with cognitive, affective and social dimensions. It is linked with feelings, attitudes and selfconcepts Learning cannot take place in a vacuum. Physical and psychological conditions must support learning
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 Learning is influenced by the context in which it occurs (physical, psychological, social, learning task) Learning differs from individual to individual Learning is a lifelong process
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Forms of Learning
A quantitative increase in knowledge Rote learning, memorization Acquisition of facts and procedures to be retained and / or applied Abstraction of meaning Interpretive process
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Factors affecting Learning

LEARNING

Cognitive Dimension

Affective Dimension

Piaget, Bloom, Ausubel Learning styles

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Psychological Factors - emotions, attitudes, motivation

Phys and soc aspects of the learning env, C/room culture

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