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- 2. Behaviourism – recap 1. Pavlov studied digestion and salivation in: a) humans b) giraffes c) dogs 2.What is the difference between an unconditioned response and a conditioned response?
- 3. Behaviourism - recap 3.What is the difference between classical conditioning and operant conditioning? 4. Behaviourism a s_ _ _ _ _ _ fic approach to psychology and learning.
- 4. What shall we do for the rest of this session?
- 5. What do you know about humanism? (Not just in relation to learning and education.)
- 6. https://humanism.org.uk Interesting link – Elliott Eisner
- 7. How can I be happy?
- 8. Some key ideas … •meaning •authority •happiness •being unique •“no simple recipes”
- 9. Humanism in psychology • “Humanistic, humanism and humanist are terms in psychology relating to an approach which studies the whole person, and the uniqueness of each individual.” • “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 psychologists believe that an individual's behavior is connected to their inner feelings and self concept.” McLeod, S.A. (2007). Humanism. Retrieved from http://www.simplypsychology.org/humanistic.html
- 10. Maslow McLeod, S.A. (2007). Maslow's Hierarchy of Needs. Retrieved from http://www.simplypsychology.org/maslow.html
- 11. Carl Rogers 1902 - 1987 Passionate about education that engaged with the whole person and with their experiences. He saw the following five elements as being part of significant or experiential learning:
- 12. 1. It has a quality of personal involvement – feelings and cognition 2. It is self-initiated – even when initiated from the outside, the sense of discovery, of reaching out, of comprehending, comes from within 3. It is pervasive – makes a difference to the behaviour, attitudes and personality of the learner 4. It is evaluated by the learner – whether they are learning what they need to learn 5. Its essence is meaning – when learning takes place the meaning is built into the whole experience Click on Carl
- 13. “Rogers saw the facilitation of learning as the main aim of education. He believed that teachers should create supportive learning environments where they could work with pupils to achieve mutually agreed goals. In these supportive classrooms, he argued, children would grow to love learning. He was against traditional transmission teaching where teachers are the font of all knowledge and pupils receivers.” Describe a “supportive learning environment”
- 14. A. S. Neill - Humanism in practice! “The function of a child is to live his own life – not the life that his anxious parents think he should live, nor a life according to the purpose of the educator who thinks he knows best.” Click picture
- 15. Summerhill School • Optional attendance based on the belief that children learn more effectively when they learn by choice rather than by compulsion • Students progress at their own pace • Equal voice of staff and students Watch this video
- 16. Michel de Montaigne (1533 – 1592) “Teachers are forever bawling into our ears as though pouring knowledge down through a funnel: our task is merely to repeat what we have been told.” (‘On educating children’) Clicketh me
- 17. John Holt “How Children Fail” (1964) “Schools, he said, promote and atmosphere of fear - fear of failure, humiliation or disapproval – and that severely affects a child’s capacity for intellectual growth.” Click for website
- 18. Modern Day Humanism - Andragogy • The term andragogy was originally formulated by a German teacher, Alexander Kapp, in 1833 (Nottingham Andragogy Group 1983: v). • He used it to describe elements of Plato's education theory • Malcolm Knowles used this phrase in the 80’s and it is now synonymous with HowAdults learn Smith, M. K. (1996; 1999) 'Andragogy', the encyclopaedia of informal education, http://www.infed.org/lifelonglearning/b-andra.htm.
- 19. Malcolm Knowles – Proposed 6 Principles of Adult Learning 1. Adults need to know why, what and how they are learning. 2. Their self-concept is important. They often wish to be autonomous and self-directing. 3. Their prior experience is influential. It can be used as a resource for current learning. It can also shape attitudes to current learning.
- 20. Malcolm Knowles – Proposed 6 Principles of Adult Learning 4. Readiness to learn is important. Adults usually learn best when something is of immediate value. 5. Adults often focus on solving problems in contexts or situations that are important to them. 6. Motivation to learn tends to be based on the intrinsic value of learning and the personal pay-off. Knowles, M S (1973, 1990)The adult learner: a neglected species, Houston, Gulf Publishing
- 21. Key principles of adult learning Interactive activity • http://resources4adultlearning.excellencegateway.org.uk/cpd/ generic/keyprinciplesactivity.htm
- 22. Promoting learning – humanistic principles • Need to know • Readiness to learn • Autonomy and self- direction • Problem solving • Prior experience • Motivation Identify examples of these in your own teaching and learning See also: Postman, N. and Weingartner, C.Teaching as a Subversive Activity Dell Publishing, NewYork, NY
- 23. Promoting learning – humanistic principles • Explore with individuals and groups what they need to know or want to do. • Facilitate active learning to develop autonomy; self- direction and skills as expert learners. • Try to harness prior experiences in teaching and learning activities. Students might have to do some unlearning.
- 24. Promoting learning – humanistic principles • Readiness to learn – tailoring courses, lessons, activities and assessments to learner needs. • Use real problems adults want to solve. • Maintain and promote motivation, especially intrinsic motivation.
- 25. Discussion • How humanist can we/ should we be? • Identify some practical and philosophical reasons not to use humanist principles
- 26. See also Chapter 5 pp. 94 -97
- 27. Criticism of humanist approaches • Christodoulou, D. (2014) Seven Myths About Education London: Routledge • Ecclestone, K. and Hayes, D. (2008)The Dangerous Rise ofTherapeutic Education Routledge: London • Young, M. (2008) Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education London: Routledge Click for review
Notas del editor
- This presentation follows the presentation on behaviourism, hence the recap
- A humanist approach might suggest that the teacher wouldn’t be deciding on the content or methods (to greater or lesser extent). Rather, there would be some discussion and negotiation of content and methods. An extreme view (e.g. Summerhill) would give learners complete choice.
- Should consider all their understandings of the concept of humanism in, for example, education; philosophy; religion (or non-religion). Humanism implies a vision of what it means to be ‘human’. What does it mean to be human? Does education have a part in people becoming human?
- Life is something to be worked on by each individual. It is a creative task. This suggests that young people should develop a sense of ‘agency’. Elliott Eisner (US curriculum theorist). Influenced by Herbert Read ‘Education Through Art’ (1948). Eisner believes that everyone should think of their lives as a work of art: ongoing; learning; changing; never complete. “I proposed that education might well consider thinking about the aim of education as the preparation of artists and I proceeded to describe the modes of thinking the arts evoke, develop and refine.” (From infed website)
- Stephen Fry – British Humanism Association website
- Meaning – who gives it? Teachers? Do individual learners people create it? Authority – who the power to give knowledge or create knowledge? Happiness – what is it? Is the business of schools/ education to be concerned about happiness? Individuality – can schools cope with/ cater for/ encourage individuality “No simple recipes” – do schools just provide these or do they prepare us for a life of complexity and change?
- Included because it’s a lovely criticism of a ‘non-humanist’ approach to education. It’s worth having a look at Montaigne’s essay (you can probably get it free on Kindle) because, given it was written in the 16th century, some of it sounds very ‘modern’. The essay ‘On educating children’ is rich in lovely metaphors. Consider this which seems to argue for a constructivist approach rather than a behaviourist approach (long before these terms were invented). “Spewing up food exactly as you have swallowed is evidence of a failure to digest and assimilate it: the stomach has not done its job if, during concoction, it fails to change the substance and the form of what is given.”
- Holt “Why Children Fail” “Most children fail in school. “They fail because they are afraid, bored and confused. They are afraid, above all else, of failing, of disappointing or displeasing the many anxious adults around them, whose limitless hopes and expectations for them hang over their heads like a cloud.”
- See also: Jordan, A., Carlile, O, and Stack, A. Approaches to Learning: A Guide for Teachers Maidenhead: Open University Press. Chapter 9 Adult learning
- The Christodoulou book is good because it presents what might be called the ‘traditionalist’, ‘knowledge-based’ and ‘teacher-led’ approach. Clearly there is a place for this but should it be balanced with other approaches? See Thomas, G. (2013) Education: A Very Short Introduction Oxford: Oxford University Press. Chapter 2, Oil and water: the formal and the progressives.