Unit 3 Theoretical Perspectives of Human Development
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Transcript of Unit 3 Theoretical Perspectives of Human Development
UNIT 3THEORETICAL PERSPECTIVES OF HUMAN DEVELOPMENT
Mid-twentieth century TheoriesHumanistic Perspective
Humanistic Perspective
Developed by Abraham Maslow and Carl Rogers
behavior reflects innate ‘actualization’
focus on conscious forces and self perception
more positive view of basic forces than Freud’s
Humanistic Perspective
Carl Rogers (1902–1987) Abraham Maslow (1908–1970)
EVOLUTION• Humanistic psychology emerged in the mid-1950’s and complemented behaviorism and psychoanalysis with its focus on the individual as a whole person.
• Continued to grow in the second half of the 20th century
Key Features
Emphasizes the study of the whole person. An individual’s behavior is primarily determined
by perception of world around him. Individuals are not solely the product of their
environment Individuals are internally directed an motivated
to fulfill their potential. Emphasizes the ‘natural desire’ of everyone to
learn. Whether this natural desire is to learn whatever it is you are teaching, however, is not clear.
According to humanistic
psychologists, we are motivated not merely
to survive, but to become better and
better.• This process is called self-
actualization.
Key components of self-Actualization
Self-understanding Self fulfillment Self-realization
Humanistic Perspective
Major Theorists Rogers (√ ) Maslow (√ ) N. V. Peale
Abraham Maslow’s Philosophy Proposed that People have a hierarchy of needs.
The goal of psychological growth is to meet the needs to achieve self-actualization.
Personality is shaped by motivation to satisfy a hierarchy of needs.
To understand humans, you must understand their highest aspirations.
Each individual is borne with inner nature and that is shaped by experiences and unconscious thoughts and feelings. Human values are intrinsically good and desirabl.
Abraham Maslow’s Philosophy (continued…)
A democratic environment is essential to reach potential.
Children should be allowed to make many choices for themselves.
Parents and teachers play a significant role in preparing children to make wise choice by letting them grow and not by controlling the way they grow.
Maslow’s Hierarchy
Source: William G. Huitt, 2000http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html
Motivation increases as
needs are met
Abraham Maslow’s hierarchy of needs (1968)
Conceptualised individuals as being driven by needs; all needs were hierarchically organised
Divided human needs into five levels, with the most pressing needs starting at the base of the hierarchy
We must satisfy the lower needs before we can progress and concentrate on obtaining those higher up in the hierarchy; also that the levels develop with age – so that the first levels occur in childhood (need for food, need for safety, etc.) and the others develop throughout the lifespan
Higher-level needs are not necessary for survival, so motivation to achieve them is weaker than for more basic needs, e.g. water
The final need stage is that of self-actualisation, where an individual seems to know who they are and have little confusion about the route their life should take. Our personality is a tool that we use to gain these needs and attempt to reach this self-actualisation.
Maslow’s hierarchy of needs
Carl Rogers’ Philosophy
Rogers focused in learner-centered education.
He proposed an educator as a facilitator by establishing a comfortable atmosphere to learner to learn new ideas without being threatened by external factors.
Believed that human beings have a natural eagerness to learn.
The most significant learning involves changing one’s concept of oneself.
From the Humanistic Perspective …...
Teachers are: Less protective of their constructs and beliefs
than other teachers. More able to listen to learners, especially to
their feelings. Pay as much attention to their relationship
with learners as to the content of the course. Apt to accept feedback, both positive and
negative and to use it as constructive insight into themselves and their behavior.
From the Humanistic Perspective …...
Learners : are encouraged to take responsibility for
their own learning. Provide much of the input for the
learning which occurs through their insight and experiences.
Are encouraged to consider that the most valuable evaluation is self-evaluation and that learning needs to focus on factors that contribute to solving significant problems or achieving significant results
Principles of Humanistic Education 5 basic principles of humanistic education
are: Student’s learning should be self-
directed Schools should produce students who
want & know how to learn. Only form of meaningful evaluation is
self-evaluation. Feelings, as well as knowledge, are
important to the learning process. Students learn best in a non-threatening
environment.
Humanistic Education in Practice Characteristics of open classrooms
Freedom of choice in study Ability to move freely around classroom Access to wide variety of learning material Emphasis on individual and small group
instruction. Relationship with the teacher as a
facilitator rather than a lecturer Evaluation about academic achievement
that is meaningful to the student.
Strengths of Humanistic Perspective It emphasizes individual choice and
responsibility Humanistic psychology satisfies most
people’s idea of what means being human, because it values personal ideals and self-fulfillment.
Goes to the root of the problem Leads to genuine self-knowledge Respect of patient’s point of view
Criticism of Humanistic Perspective Too simple and unscientific Too vague concepts Fail to offer explicit theory of
development Cannot be tested Critics claim that humanistic psychology
is not a true science, because it involves too much common sense and not enough objectivity.