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Humanistic Learning Theory

Overview

The Learning Theory addressed in this paper is that of Humanism. In researching the various

learning theories over the last few years I have become increasing familiar with the Behaviorism,

Constructivism, and Cognitivism however, Humanism has never truly been addressed. Humanism can be

most simply stated as the need to learn is innate. In other words, learning is not an observable response

to particular stimuli, (Smith & Ragan, 2005) as Behaviorists would contend, or a matter of mapping the

structure of the world to the learner (Jonassen, 1991) in terms of Constructivism, nor is it the mere

transformation of information within the brain (Atkinson and Shiffrin, 1968) as Cognitivism maintains. It

is my observation that Humanism is the amalgamation of all these learning theories as they all describe

ways in which the human learning experience can be achieved, recognizing that humans instinctively

learn.

Contributors

The principal Humanistic Learning theorists were Abraham Maslow and Carl Rogers. Maslow

placed great emphasis on choice, creativity, values and self-realization. Maslow is most well-known for

his hierarchy of needs for which all human motivation is based. The first four physiological needs, such

as water, air, food, and sleep must be satisfied before the higher growth needs of safety, belongingness,

esteem, and self-actualization can be of influence. Carl Rogers was a champion of facilitated learning.

His principles included the notion that another person cannot be directly taught rather the learning

must be facilitated. He also strongly promoted the belief that learning could not take place if the self

was in any way threatened or threats were perceived (Barrett-Lennard, 1998). In terms of these basic

suppositions the Humanistic Learning theory falls into the rationalism epistemological philosophy

grounded in rational reflection of ones own needs, desires, and fulfillment.

Major Principles of Humanistic Learning

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The major principles of the Humanistic Learning theory are based on the following assumptions; human

nature is inherently good, individuals are capable of making major personal choices since they are free

and autonomous, the potential for human development is unlimited, growth and development are

guided closely by self-concept, individuals are inclined toward self-actualization, individuals define their

own reality, persons are responsible not only to themselves but to others. Within this framework one

can undoubtedly understand that the Humanistic approach to education is to develop self-actualized

people. Individuals who upon enter a learning situation do so with good intentions, fully capable of

making choices appropriate guided by their own concept of self and others, intending to develop and

aspire to a more superior state of being.

It the intention of a Humanistic education is a lifelong undertaking in an effort to cultivate

persons who can live content, compassionate, and meaningful lives. The Humanistic Learning theory

would include the advancement of emotive abilities, the materializing of affective desires, the deepest

expression of aesthetic qualities and the empowerment of self-control and self-direction.

Application

In terms of illustrating a classroom situation utilizing the Humanistic Learning theory I will draw

upon my person experience as a technical trainer in the field of Information Technology. Although the

Humanistic Theory applies to elementary, secondary and adult educational settings I will address an

adult educational environment.

In this type of Humanistic educational environment it important to address the quantity and

quality of prior knowledge. Thus prior to any education, there would be initial ice breaker taking place in

the form of either an informal question and answer session or a more formalized questionnaire to give

the facilitator a general sense ofthe learners familiarity with the subject matter. This exercise also helps

to establish a positive learning environment where the participants (learners) can begin to express their

desires, needs, and expectations. And the director (facilitator) can begin to illustrate true empathy,

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understanding, respect, acceptance, and authenticity to the plight of the learner. It is within this

framework that the Humanistic Learning theory takes on its true potential.

Once this sense of mutual respect and consideration has transpired the development of

instructional plan or order of instruction can be identified using the materials required to meet the

course objectives. This approach may require the admission of remedial information not necessarily

covered in the existing material, the reordering of lessons to cover the material in a more meaningful

approach, or the admission of more complex material to compensate for a high level of prior

knowledge. Now that the sequence of material has been established the facilitator starts the transfer of

knowledge constantly monitoring the learners comprehension. This monitoring is critical to the

Humanistic Learning theory as it assures that the facilitator and the learners maintain a mutually

respectful relationship in which the learners seek to aspire and the facilitator seeks to influence. At the

conclusion of each unit of learning as well as at the conclusion of the course the facilitator must evaluate

on an individual basis the level to which the learner realized their specific goals and aspirations from this

learning experience. With this basic framework of recognition of the learners accomplishment and the

learners aspirations in an empathetic and nurturing environment the brilliance of the Humanistic

Learning theory can come to fruition.

References:

Atkinson, R. C., & Shiffrin, R. M. (1968). "Chapter: Human memory: A proposed system and its

control processes". In Spence, K. W., & Spence, J. T. The psychology of learning and

motivation (Volume 2). New York: Academic Press. pp. 89195

Barrett-Lennard, G. T. (1998) Carl Roger's Helping System. Journey and substance, London: Sage.

Ertmer, P. A. and Newby, T. J. (1993), Behaviorism, Cognitivism, Constructivism: Comparing

Critical Features from an Instructional Design Perspective.Performance Improvement

Quarterly, 6: 5072. doi: 10.1111/j.1937-8327.1993.tb00605.x

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From behaviorism to humanism: Incorporating self-direction in learning concepts into theinstructional design process. In H. B. Long & Associates,New ideas about self-directed

learning. Norman, OK: Oklahoma Research Center for Continuing Professional and HigherEducation, University of Oklahoma, 1994

Jonassen, D. (1991). Objectivism vs constructivism: Do we need a new philosophical

paradigm? Educational Technology, Research and Development, 39(3), 5-13.

" Maslows Hierarchy of Needs."Learning-Theories.Com, Knowledge base and webliology . 2007.

Retieved February 18, 2013, fromhttp://www.learning-theories.com/

Smith, M. K. (1999) 'The humanistic to learning', the encyclopedia of informal education,

www.infed.org/biblio/learning-humanistic.htm, Last update: May 29, 2012.

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