Beruflich Dokumente
Kultur Dokumente
Teresa E. Sampson
In this paper, I will provide an analysis of some of the humanist learning methods. The
first section begins with the purpose and manifestation of humanism. Next, I will discuss the
contributions from two learning theorists on humanism. The influences of humanism on adult
learning in higher education will also be touched on. I will provide a real-world example of
where humanism for self-directed learning was used to improve learning for new members of the
London Fire Brigade. The final section will summarize self-actualization for learners.
the individual learner and their potential for growth and development. The responsibility of
learning is placed on the learner, giving them ultimate control of their development. Although
the authors primary focus on the application of humanism in andragogy, it also has a significant
benefit to the pedagogy environment. Learners are exposed to some aspects of humanism in
formal education environments; however, the perspective of self-directed learning that occurs
every day is paramount to this theory. Merriam, Caffarrella, and Baumgartner (2007), discuss
the idea of transformational learning that occurs when a learner experiences a complete change
In this section, I will briefly cover the contributions from two learning theorists on
Abraham Maslow is most known for his influence in humanistic motivation (Wilson and
Madsen, 2008). Maslow worked with Kurt Goldstein and introduced his idea of self-
HUMANIST LEARNING METHODS ANALYSIS 3
actualization in 1943 (Wilson and Madsen, 2008). The emphasis of this idea was that of helping
people reach the point of self-fulfillment so they achieve their ultimate potential (Wilson and
Madsen, 2008). From the standpoint of humanism, Maslows contribution with his hierarchy of
needs, the focus is on creating an environment for learning that is centered on the needs of the
individual learner rather than the content to be learned (Wilson and Madsen, 2008).
According to Khatib, Sarem and Hamidi (2013), Carl Rogers focused on the humanism
moves the focus from teaching to that of learning (Khatib, Sarem and Hamidi, 2013). Khatib,
Sarem and Hamidi (2013), state that, He underlines relevance, participation, negotiation, self-
assessment, the centrality of the self-actualizing potential, and the reach for personal
In this section, I will discuss the influence of humanism on adult learning in higher
education. Mahani (2012) emphasizes that higher education in the United States already
encourages students to think, reason and write critically. The only missing piece, according to
(2012), promotes lifelong learning. Mahani (2012) posits that this focus creates a learning
environment that combines the experience of the learner, personal insight, behavior, and
reasoning. Incorporating the final recommended element of compassion into the learning
process encourages students to use their heart and to develop emotions related to the topic,
(Mahani, 2012). Mahani (2012) states that, there are six stages that one must follow while
HUMANIST LEARNING METHODS ANALYSIS 4
vulnerability, and 6) transformation (p. 218). The last stage of transformation is the point that
the student is completely aware and achieves the level of contemplation (Mahani, 2012). The
change in the students perspective on the given topic, which also impacts their convictions,
This part of the paper includes a real-world example of how humanism was incorporated
into a learning situation to assist new firefighters in the London Fire Brigade.
Humanism was used to improve the learning experience of new firefighters for the first
year of employment in the London Fire Brigade (Chinnasamy, 2013). They created a mentoring
program where an experienced firefighter was matched up with the new firefighter with similar
personalities to encourage communication and effective learning. The learning was primarily
self-directed in that the meetings between the mentee and the mentor were set based on their
availability, although the material covered was not specifically selected by the learners
(Chinnasamy, 2013). This application of learning incorporated five key principles of andragogy,
as stated by Chinnasamy (2013), (1) the self-direction concept of adult learning, (2) the
significance of the role of experience in adult learning, (3) the concept of readiness to learn, (4)
the orientation of adult learning approach is problem-centered, and (5) the motivation to learn
(p. 2835). The humanistic aspect of the learning approach was focused on the needs of the
learner in that the first year of employment for the firefighters was difficult. The implementation
The mentors and mentees in the London Fire Brigade were evaluated to determine the
effectiveness of the mentoring program (Chinnasamy, 2013). The results indicated that both the
mentors and mentees found the program to be very helpful to promote a learning process that
was focused on personal development, which created more commitment and effectiveness in the
Self-Actualization of Learners
actualization.
Journey of Self-Actualization
According to Villares, Lemberger, Brigman, and Webb (2011), the journey to self-
actualization begins upon a foundation of a core set of skills that must be taught. These skills
include social, learning, and self-management and they must be taught in a supportive, caring
and encouraging environment where mistakes is an accepted part of the learning process
(Villares et al., 2011). When in the right environment, learners have improved confidence in
themselves and their abilities, which also improves social and academic outcomes (Villares et al.,
2011).
Awareness of Self-Actualization
Villares et al. (2011) state that, It is only when students see that their own actions lead to
intentional improvements in areas they choose that they can believe in their ability to improve
and seek their potential (p. 48). Students become aware of negative elements in their
environment that inhibit self-actualization and then they can work to remove them (Villares et al.
(2011). Villares et al (2011) emphasize that, students begin to see themselves as dynamic
HUMANIST LEARNING METHODS ANALYSIS 6
managers of their learning environment with a desire to be successful, and the creativity and
intrinsic motivation to try new strategies, never having reservations about their ability.
Conclusion
In conclusion, this paper analyzed various aspects of humanism and how it is used in the
real-world. Humanism is widely used in educational and corporate settings to teach skills to
Encouraging self-directed learning throughout a persons life adds to the persons value because
they will become lifelong learners and better contributors to society and the organizations in
which they work. A persons entire perspective can be transformed when they engage in
transformational learning, which can ultimately change the world, one learner at a time.
HUMANIST LEARNING METHODS ANALYSIS 7
References
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Khatib, M., Sarem, S. N., & Hamidi, H. (2013). Humanistic education: Concerns, implications
and applications. Journal of Language Teaching and Research, 4(1), 45-51. Retrieved
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Villares, E., Lemberger, M., Brigman, G., & Webb, L. (2011). Student success skills: An
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Wilson, I., & Madsen, S. R. (2008). The influence of maslow's humanistic views on an
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