Psychological
Bases of Humanistic Curriculum
Humanistic Learning
theory is the learning theory of self
actualization advocates (Hewitt, 2006). The main proponents of humanistic learning
theories are Abraham Maslow and Carl Rogers. Abraham Maslow has been considered
the father of humanistic psychology. He is famous for proposing that human
motivation is based on a hierarchy of needs. Abraham Maslow set forth a
classical theory of human needs. Ornstein and Hunkins (1998: 125) list the
needs in order of importance as follows:
i) Basic
psychological needs – needs necessary to maintain life like food, shelter,
sleep and water
ii) Safety needs –
needs necessary for routine and avoidance of danger
iii) Love and
belonging needs- those related to affectionate relations with people.
iv) Self esteem
needs – those related to receiving recognition as a worthwhile person.
v) Knowing and
understanding needs – those more evident in persons of high intelligence than
those of limited intelligence like wanting to learn and organize intellectual
relationships.
vi) Self
actualization needs – those related to becoming the best person one can be, to
develop one’s
fullest potential.
These needs have
obvious implications to teaching and learning. A child’s whose basic needs like
love or esteem are not met may not be interested in acquiring knowledge of the
world. The child’s need for love or esteem takes precedence over learning. From
Maslow's perspective, the drive to learn is intrinsic. The following principles
of teaching and learning can be derived from humanistic theories.
a)
Learners are individuals with diverse needs
Curriculum planners
and teachers should consider the needs and interests of the learners in the
curriculum decision making process. In the school and classroom step ups Maslow’s
needs can be exemplified as follows:
(i) Basic
physiological needs – students being well fed, being able to sleep well, being
physically comfortable, good seating arrangement, room temperature among
others.
(ii) Safety needs –
in the classroom safety means a non judgmental atmospheres that accompanies all
responses from the students. Students should be free to participate in the
teaching/learning situation. Wrong answers should not be disapproved without
explanations as to why they are wrong.
(iii) Love and
belonging needs – teacher, peer and parental approval. Students’ ideas and
efforts should be approved.
(iv) Self esteem
needs – Teachers should build self confidence in students by giving them roles
to undertake and trusting and encouraging them to do the roles correctly. They
should avoid intimidation or threatening students.
(v) Knowing and
understanding needs- Having the students develop an interest to advance their
studies or e general interest in learning something new.
(vi) Self
actualizing needs- for the teacher it may include watching the students
blossom, or anti risk taking students starting to participate in class.
Learning experiences should help students to obtain joy in learning.
According to Parkay and Hass (2000) the curriculum should equip students
with the knowledge, skills, values and disposition that they will find useful
both inside and outside the school.One way of achieving this is by choosing
learning experiences that are interesting to students because they allow
students to be much more involved in the learning process and to be more
enthusiastic about being in school (Shiundu & Omulando, 1992; Parkay &
Hass, 2000; Henson, 2001). In addition, the main aim of education should be to
produce competent, caring, loving, and lovable people. Like adults, learners
have their own interests and aspirations. Learner’s interests and aspirations
are an important determinant of the curriculum structure and content and hence
influence learning effectiveness. An understanding of the interests of learners
and the shifting nature of their aspirations enhances the schools ability in
developing the creativity and individuality of learners (Shiundu &
Omulando, 1992). Humanistic learning theories emphasize the individual and his/her
development through reason and encounters with the knowledge of human culture
(Hewitt, 2006). Humanistic teachers highlight the personal and socil dimension
of education (Ornstein, et al, 2003). On this issue, Kochhar (1992) says that
learning experiences have to be related to what children know, what they have
done, and what they have seen. This is how the teacher’s can create interest in
the learning experiences. Learning should be based on warm, friendly and
democratic student, teacher interactions. Coercive and strict disciplinary
measures should be minimized. The learning atmosphere should be stress free.
There should be a conducive climate for learning such as arranging facilities,
providing materials, managing social relationships.
The classroom
climate can stimulate or retard learning.
b)The
learners’ self concept and self esteem are considered essential factors in
learning Humanistic Psychology is concerned with how learners can develop their
human potential. Shiundu and Omulando (1992) contend that a learner’s nervous
condition has an effect on his mental readiness. Motivation is essential in
boosting the learners self concept and self esteem. Motivation is the driving
force felt or demonstrated by an individual in carrying out a task. To be
motivated means to be moved to do something. Unlike unmotivated people who have
lost impetus and inspiration to act, motivated people are energized and activated
to the end of a task. Hastings (1996) quoted in Croll and Hastings (1996:55)
argue that motivation appears to explain so much that it is important in
schools and should be given a priority concern for educational research. They
postulate: Motivation seems to explain why some children engage
enthusiastically with their work, some misbehave and others sit quietly and do
little; why some persevere in the face of difficulty and others give up as soon
as the going gets tough; why some make good progress and others make little or
none; why some take care with their work and others seem not to care. Ornstein
and Hunkins (1998) agree with this and state that a student who is frustrated,
distraught, or emotionally upset will learn very little rather he/ she will
withdraw or resist. Students self esteem and self concept must thus be
recognized as essential factors related to learning. Without good feelings for
oneself and without a sense of motivation there’s little chance for effective
learning. According to Henson (2001) teachers should build self confidence in
learners as students need it to live in a future that will place new demands
for them. Students should learn how to deal with uncertainty and ambiguity. In
the classroom this can be enhanced by taking risks, making mistakes, using
mistakes to learn something instead of hiding from them. Henson (2001:271)
gives suggestions through which teachers can boost self confidence in the
pupils as follows: Accepting total responsibility for learner’s self concept,
focusing on the positive, monitoring the comments that they make, using
students support groups in the classroom, identifying strengths and resources,
clarifying learners’ vision, setting goals and objectives, taking appropriate
action, responding appropriately to feedback, basing the learning on life
experiences, discovery, exploration and experimentation. Gabler, Schroeder and
Curtis (2003) also suggest that teachers should encourage learners to be
independent learners, self initiators, active learners, problem solvers,
seekers and finders, a learner learning how to learn and who knows that
mistakes are an essential part of the learning process. The teacher role is
that of a well prepared facilitator, mentor, and catalyst; someone who learns
along with the students.
