Humanist approaches to learning Esther Fitzpatrick 2014

What is humanism A system of thought predominantly concerned with the human experience rather than with the spiritual aspects of life A general orientation to life that recognises the uniqueness of human beings and the qualities of life that contribute to our humanity

Abraham Maslow Maslow came to believe that human activity is motivated by an urge to satisfy a set of basic needs and growth needs.

Maslow and the hierarchy of human needs Five ascending levels 1.Food, shelter, clothing 2.Safety, protection, security 3.Belongingness, love 4.Respect, esteem, approval, dignity, self-respect 5.Self-actualisation

Maslow’s hierarchy of human needs

Strengths of Maslow’s hierarchy of needs A continuing impact on education Focus is on student needs in a learning situation rather than on those of the teacher or curriculum Attention is on meeting students’ basic needs for food, safety and belonging On emotional aspects of development On motivation rather than academic achievement

Carl Rogers Encouraged teachers to become more personal, innovative and non- directive … arguing that their goal should be to nurture students rather than control their learning.

Rogers: Non-directive teaching and ‘freedom to learn’ Human beings have an inner drive towards self- fulfilment and maturity Aim is to help people achieve health and wellbeing by providing a positive psychological climate Importance of freedom and choice Education should provide a nurturing environment where learners can follow interests

Non-directive teaching: the teacher is a facilitator who guides students and nurtures learning Active listening: Attending to the meaning and attention of what another person is saying Students are free to develop their talents through self-directed activity Learners are free to learn, to explore and to reach their full potential

Strengths of Rogers’ educational ideas Emphasises the value of individuals Places importance on teachers having positive views of children and actively listening Promotes a climate of trust to enhance learners’ social, emotional and cognitive development

Example: Cooperative Learning Classroom activities are organised so students must cooperate to gain contingent rewards Can operate formally or informally Students work together or undertake separate components Can produce gains in academic learning Best suits creative thinking and problem solving tasks

Reggio Emilia: an example of humanistic approaches in New Zealand classrooms and centres Reggio Emilia approach founded in northern Italy in a place called Reggio Emilia after WW II. Innovative project which has gained widespread international acclaim.

Vision A philosophy that views the child as a competent learner; strong, resourceful and curious.

Emergent curriculum Builds upon the interests of children Capture Topics from the talk of children Team planning Teachers work together to formulate hypotheses about the possible directions of a project.

Project work In-depth studies of concepts, ideas and interests which arise Adventure - one week - a year. Teachers aide in decisions about direction of study, ways of researching, representational medium and selection of materials.

Representational development Howard Gardner’s notion of schooling for multiple intelligences - integration of the graphic arts as tools for cognitive, linguistic and social development. Presentation of concepts: print, art, construction, drama, music, puppetry and shadow play.

Collaboration Group work necessary to advance cognitive development Encouraged to dialogue, critique, compare, negotiate, hypothesize and problem solve Multiple perspectives promote both a sense of group membership and the uniqueness of self.

Teachers as researchers Learner alongside the children Teacher-researcher: a resource and guide Listen, observe and document children’s work Provoke, co-construct and stimulate thinking and collaboration Committed to critical reflection (teaching and learning)

Documentation Tool in the learning process Pictures of children engaged in experiences Their words: what they are doing, feeling and thinking Children’s interpretation of experience through visual media

Environment The ‘Third teacher’ Organise space: small and large group projects/ small intimate spaces Display documentation of children’s work, plants and collections - consider eye level Common space - dramatic play areas, work tables.

Reference List Rinaldi, C. (2001). Documentation and assessment: What is the relationship? Om C. Giudici, C. Rinaldi, & M. Krechevsky (Eds.), Making learning visible: Children as individual and group learners (pp ). Italy: Reggio Emilia, Reggio Children Rinaldi, C. (1998). The thought that sustains educational action. Rechild: Reggio children newsletter, 3, p 6. Reggio Emilia Information Exchange. (2001). The city of Reggio Emilia. In The hundred languages of children, Reggio Emilia 2001 Exhibition. Exhibition of the Municipal Infant-Toddler Centres and Preschools of Reggio Emilia, Italy.