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ABSTRACT........................................................................................................ 2
2.
INTRODUCTION................................................................................................ 2
3.
4.
HUMANISM....................................................................................................... 3
5.
4.1.
Weaknesses of Humanism.........................................................................3
4.2.
Strengths of Humanism............................................................................. 3
5.2.
Safety needs.............................................................................................. 5
5.3.
5.4.
Esteem needs............................................................................................ 5
5.5.
Cognitive needs......................................................................................... 5
5.6.
Aesthetic needs......................................................................................... 5
5.7.
Self-actualization....................................................................................... 6
5.7.1.
5.8.
Transcendence........................................................................................... 7
6.
7.
THE OBSERVATION........................................................................................... 9
7.1.
7.2.
7.3.
Materials.................................................................................................. 10
7.4.
7.5.
Feelings.................................................................................................... 11
7.6.
Experience............................................................................................... 11
7.7.
7.8.
Homework................................................................................................ 12
7.9.
8.
CONCLUSION.................................................................................................. 12
9.
REFERENCES.................................................................................................. 13
1. ABSTRACT
The purpose of humanistic education is to provide a foundation for
personal growth and development so that learning will continue
throughout life in a self-directed manner. If we break the Maslow hierarchy
down into its eight stages we can evaluate the impact they have in the
lives of children and their learning. In this study, well learn about Maslow
and hierarchy, characteristics of adult learners, needs and when we want
to observe a class, we find out how teacher transfers the theory into the
learning with adults which in general the teachers dont control or follow
this rules. They randomly behave to learners although this is mistake.
Humanists believe that it is necessary to study the person as a whole,
especially as an individual grows and develops over the life span. The
study of the self, motivation, and goal-setting are areas of special interest.
2. INTRODUCTION
In this essay, my subject is to observe and find out how the teacher
transfers Maslows theory in the learning with adult learners. How the
teacher leads her classroom is a significant element directing students
motivation. So that; it is the task of teachers to know what their students
needs are, to understand the concept of Maslows hierarchy and to
develop their teaching programs in this way, applying Abraham Maslows
theory of a pyramid-shaped hierarchy physiological needs, safety, love
and belonging, self-esteem, knowledge and understanding, aesthetic and
self-actualization to education is an ideal way to assess lesson plans,
courses and educational programs.
Lutz (2014) states,
All students have basic needs to be met for learning to occur. The more
needs that are met, the more students will learn. Maslow's hierarchy,
developed by Abraham Maslow in 1954, is a way of organizing the basic
needs of students on different levels. The more levels that are met, the
more a student will learn. Maslow's hierarchy of needs applies especially to
students with exceptionalities, because many times students' with
exceptionalities needs are more difficult to meet.
A teacher should use her knowledge of the hierarchy to structure both the
lesson plan and the classroom environment. Moreover; this essay deals
with if the students or the teacher is involved in the teaching procedure
and it also focuses on the teacher and learners. Ferris and Hedgcock
(2005) state that teachers of ESL play a crucial role in bringing their
learners into such discourses, given their responsibility for preparing their
4. HUMANISM
Humanism is a psychological approach that emphasizes the study of the
whole person. Humanistic psychologists look at human behavior not only
through the eyes of the observer, but through the eyes of the person doing
the behaving.
Humanistic people believe that an individual's behavior is connected to
their inner feelings and self-concept.
Humanistic psychology was instead focused on each individual's potential
and stressed the importance of growth and self-actualization. The
fundamental belief of humanistic psychology is that people are innately
good and that mental and social problems result from deviations from this
natural tendency.
to
influence
therapy,
education,
Hierarchy of
Needs diagram,
based on
Maslow's theory
Transcendence
Self-actualization
Aesthetic needs
Cognitive needs
Esteem needs
5.7. Self-actualization
Self- actualization is a very important part of the hierarchy and that is the
highest level of Maslows hierarchy of needs.
Bamuhigire(2009) says that the state of being without a system of values
is psychopathogenic, we are learning. The human being needs a
framework of values, a philosophy of life, a religion or religion-surrogate to
live by and understand by, in about the same sense he needs sunlight,
calcium or love. This I have called the "cognitive need to understand." The
value- illnesses which result from valuelessness are called variously
anhedonia, anomie, apathy, amorality, hopelessness, cynicism, etc., and
can become somatic illness as well. Historically, we are in a value
interregnum in which all externally given value systems have proven
failures (political, economic, religious, etc.) e.g., nothing is worth dying for.
What man needs but doesn't have, he seeks for unceasingly, and he
becomes dangerously ready to jump at any hope, good or bad. The cure
for this disease is obvious. We need a validated, usable system of human
values that we can believe in and devote ourselves to (be willing to die
for), because they are true rather than because we are exhorted to
"believe and have faith." Such an empirically based Weltanschauung
seems now to be a real possibility, at least in theoretical outline. (p.473)
Self-actualization can take many forms, depending on the individual. These
variations may include the quest for knowledge, understanding, peace,
reality,
beauty,
pure,
clean
and
unadulterated
process,
not-deadness,
resolution,
spontaneity,
integration,
self-regulation,
full-
5.8. Transcendence
Self-actualizing people have many such peak experiences and eventually
feel inspired to actively seek them, extend them and stabilize them.
Hence, Maslow added the goal of self-transcendence as the final level, the
capstone of the pyramid. The desire is to go beyond our ordinary human
level of consciousness and experience oneness with the greater whole, the
higher truth, whatever that may be.
Adults have established opinions, values and beliefs which have been
built up over time and arrived at following experience of families,
relationships, work, community, politics, etc. These views cannot be
dismissed and must be respected.
Adults are intrinsically motivated. Learners increase their effort when
motivated by a need, an interest, or a desire to learn. They are also
motivated by the relevance of the material to be addressed and learn
better when material is related to their own needs and interests. For
learners to be fully engaged in learning their attention must be fully
focused on the material presented.
Individual differences. Adults learn at various rates and in different ways
according to their intellectual ability, educational level, personality and
cognitive learning styles. Teaching strategies must anticipate and
accommodate differing comprehension rates of learners.
Adults learn best in a democratic, participatory and collaborative
environment. Adults need to be actively involved in determining how
and what they will learn, and they need active, not passive, learning
experiences.
Adult students are mature people and prefer to be treated as such.
Being 'lectured at' causes resentment and frustration.
Adults are goal oriented / relevancy oriented. Adults need to know why
they are learning something. Adults have needs that are concrete and
immediate. They can be impatient with long discussions on theory and
like to see theory applied to practical problems. They are task or
problem-centred rather than subject-centred. Adults tend to be more
interested in theory when it is linked to practical application.
Adults are autonomous and self-directed. They are self-reliant learners
and prefer to work at their own pace. Individuals learn best when they
are ready to learn and when they have identified their own learning
needs. Where a student is directed by someone else to attend a course,
e.g. by an employer, then that individual may not be ready to learn or
may not see the value in participating on that course. This can lead to a
mismatch of goals between all parties - student, employer and trainer.
Adults are practical and problem-solvers. Adults are more impatient in
the pursuit of learning objectives. They are less tolerant of work that
does not have immediate and direct application to their objectives.
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7. THE OBSERVATION
I observed a class including adult learners who are 3th class at the
ukurova University. Their lesson was French that is for new and second
language acquisition. We need to observe teachers in action using their
knowledge in the real setting of the classroom. Classroom observation
gives us the opportunity to see teachers putting this theory into practice:
it shows us what teachers do rather than what they know.
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exam, she doesnt watch the students objective evaluation out. This
teacher generally avail the students of their success according to the
exam. This is not suitable the humanistic approach.
Humanistic educators believe that both feelings and knowledge are
important to the learning process. Unlike traditional educators, humanistic
teachers do not separate the cognitive and affective domains and
humanistic educators insist that schools need to provide students with an
environment so that they will feel secure to learn. Once students feel
secure, learning becomes easier and more meaningful. Sometimes the
students didnt understand the subject and they can ask the questions and
the teacher also asks if the students have any questions about the lesson.
For this, the learners feel secure to learn, absolutely.
7.3. Materials
Before analyzing the extent to which given teaching and learning
materials are suitable, there are preliminary questions to address. The
materials selected for classroom use can be defined in number of way. In
this class, the teacher didnt have any materials except the book called
Champion. This is missing. Materials are important to draw the students
attention. As I saw, the students didnt again focus on the lesson.
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7.5. Feelings
Humanistic approaches promote positive feelings toward learning and
respect for the value of every student, students feel cared for, encourages
and supported us they learn from their successes and failures, make
choices, seek new experiences, work independently, self-concept. Gage
and Berliner (1991) states that feelings are as important as facts and
much work from the humanistic view seems to validate this point and is
one area where humanistic-oriented educators are making significant
contributions to our knowledge base (p.56). In this class, students feel
comfortable and relax because the teacher is not offended or hurt by
thoughtful suggestions for improvement or their mistakes. That is,
students are not confusing thanks to the teachers improvements. They
directly learned the subject, this increases their self- confident.
7.6. Experience
The humanistic perspective focuses attention on the need to understand
unconscious experience and ones sense of self, but difficulties exit in
studying private, subjective experiences and in measuring such core
concepts as self-actualization. In this lesson, the teacher doesnt have the
control of class, every student did they want. The teacher continued the
lesson despite of this.
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All patients grow with success and do better when achievements are
recognized and reinforced. Respecting the whole person in a supportive
environment can encourage learning. Learning is also fostered through
structuring information appropriately and presenting it in meaningful
segments with appropriate feedback.
In this class, the teacher did a general evaluation for their examination.
Therefore; she explained the lesson by following the book, page 38. In the
page, there are similar to questions to ask at the exam. This drew their
attention a little bit.
7.8. Homework
Homework consolidates what they understand by answering the
question or doing tasks. In the classroom, she didnt any homework.
8. CONCLUSION
As a conclusion, we can see that the French teacher is sometimes
humanistic or not. She wasnt careful about the hierarchy needs. In a
class, the teacher should be willing to take time outside class to hear
about a students personal life, if this is appropriate in the context of the
school. In addition; the teacher should help students adjusts to school and
to lifes ups and downs, because as Diaz-Rico said, The English learners
may need assistance during their adjustment to language and schooling in
a new culture (p. 54). However; because adults learn at various rates and
in different ways according to their intellectual ability, educational level,
personality and cognitive learning styles, the teacher should behave
suitable for everyone which is the most and strongest job. As I said before;
humanistic people believe that an individual's behavior is connected to
their inner feelings and self-concept. In short; in this class; considering
Maslows theory, we see that the teacher cant apply it to educational
context and more specifically to adult learners.
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9. REFERENCES
Lutz, K. (2014). Maslow's Hierarchy of Needs in an Inclusion Classroom.
Retrieved from
http://psed516diversityproject.wikispaces.com/Maslow's+Hierarchy+of+N
eeds+in+an+Inclusion+Classroom-+By+Kaitlin+Lutz
Gautam, S.(2007). Maslows eight basic needs and the eight stage
developmental model. Retrieved from http://the-mousetrap.com/2007/12/14/maslows-eight-basic-needs-and-the-eight-stagedevlopmental-model/.
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