Dr Madam Nazeerah Learning Theory Class, Assignment 1.

1. By
MURTALA LAWAL 1122300037

2. • To introduce HUMANISTIC LEARNING THEORY
• To discuss the contributions of MASLOW & ROGERS in
the field of Learning Theories

3. • Is a psychological perspective which rose to prominence
in the mid-20th century
• The approach emphasizes an individual's inherent drive
towards self-actualization and creativity.
• Is in contrast with behaviorist notion of operant
conditioning (which argues that all behavior is the result
of the application of consequences) and the cognitive
psychologist belief that the discovering knowledge or
constructing meaning is central to learning.
• 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.

5. Humanism, as a learning theory, is based on
human generation of knowledge, meaning, and
ultimately expertise through interpersonal and
intrapersonal intelligence. The learning goal is to
become self-actualized with intrinsic motivation
toward accomplishment. The educator’s role in
humanistic learning is to encourage and enable
the learner, andragogically, by providing access
to appropriate resources without obtrusive
interference.

6. • Students' learning should be self-directed.
• Schools should produce students who want and know
how to learn
• The only form of meaningful evaluation is self-evaluation
• Feelings, as well as knowledge, are important in the
learning process
• Students learn best in a nonthreatening environment

7. • Open Classroom
-Student centered with focus on individual growth, critical
thinking, commitment to lifelong learning.
-Not age/grade specific nor curriculum bound.
• Learning Styles
-Allow student to use a learning style that suits them.
• Co-operative Learning
-Students engage with one another in order to work
towards a common goal.
• Experimental Learning
-Learning from experience that addresses the needs and
wants of the learner

11. Abraham Maslow & Carl Rogers

12. • Born : 1908
• Died :1970
• Nationality : American
• Fields : Psychology
• Received BA (1930), MA (1931)
and PhD (1934) all from
University of Wisconsin
• Professor at Brooklyn College
(1937-51) and Brandeis
University (1951-61)
• Popular name in the field of
Management (Hierarchy of Need
)
• Father of Humanistic
Psychology

13. • Hierarchy of Needs
• Hierarchy of Needs which can be divided
into basic (or deficiency) needs (e.g.
physiological, safety, love, and esteem) and
growth needs (cognitive, aesthetics and
self-actualization). One must satisfy lower
level basic needs before progressing on to
meet higher level growth needs. Once
these needs have been reasonably satisfied,
one may be able to reach the highest level
called self-actualization
• Every person is capable and has the desire
to move up the hierarchy toward a level of
self-actualization. Unfortunately, progress
is often disrupted by failure to meet lower
level needs. Life experiences including
divorce and loss of job may cause an
individual to fluctuate between levels of he
hierarchy. Maslow noted only one in ten
people become fully self-actualized
because our society rewards motivation
primarily based on esteem, love and other
social needs

14. • Maslow's Hierarchy of Needs has had a dramatic influence on the field of education.
Traditional beliefs regarding educational methodology have shifted to a more
humanistic approach, with the focus on meeting the students' basic needs in order to
assist them to progress.
• The most important goal in education is to learn, followed by developing an
understanding of the material to retain it, and apply it in life. In order to do this, the
students need to be motivated enough to work hard to achieve this goal. Without
motivation to learn it is unlikely that the education will succeed to the extent that it
is intended.
• In order to maximize this motivational desire, the educators need to attend to the
needs of the student. By understanding Maslow's Hierarchy of Needs, teachers can
work toward realizing the basic needs that develop the foundation for higher
learning, or actualization

15. • A Theory of Human Motivation
• Motivation and Personality
• Religions, Values and Peak-experiences
• Eupsychian Management
• The Psychology of Science: A Reconnaissance
• Toward a Psychology of Being
• The Farther Reaches of Human Nature

16. • Born : 1902
• Died: 1987
• Nationality : American
• Fields : Psychology
• University of Wisconsin
Madison (1921), Teachers
College Columbia University
(M.A 1928, PhD 1931)
• Known as the founder of
person-centered
psychotheraphy
• Inventor of Counseling
• Leader in development of
humanistic approaches to
education

17. • Learner Centered
Teaching
• A person cannot teach another person
directly; a person can only facilitate
another's learning. This is a result of
personality theory, which states that
everyone exists in a constantly
changing world of experience in which
he or she is the center. Each person
reacts and responds based on
perception and experience. The belief
is that what the student does is more
important than what the teacher does.
The focus is on the student . Therefore,
the background and experiences of the
learner are essential to how and what is
learned. Each student will process what
he or she learns differently depending
on what he or she brings to the
classroom.

18. • A person learns
significantly only those
things that are
perceived as being
involved in the
maintenance of or
enhancement of the
structure of self.
Therefore, relevancy to
the student is essential
for learning. The
students' experiences
become the core of the
course.

19. Experience which, if assimilated,
would involve a change in the
organization of self, tends to be
resisted through denial or
distortion of symbolism. If the
content or presentation of a
course is inconsistent with
preconceived information, the
student will learn if he or she is
open to varying concepts. Being
open to consider concepts that
vary from one's own is vital to
learning. Therefore, gently
encouraging open-mindedness is
helpful in engaging the student in
learning. Also, it is important, for
this reason, that new information
be relevant and related to existing
experience.

20. • The structure and organization of self
appears to become more rigid under
threats and to relax its boundaries when
completely free from threat. If students
believe that concepts are being forced
upon them, they might become
uncomfortable and fearful. A barrier is
created by a tone of threat in the
classroom. Therefore, an open, friendly
environment in which trust is developed is
essential in the classroom. Fear of
retribution for not agreeing with a concept
should be eliminated. A classroom tone of
support helps to alleviate fears and
encourages students to have the courage
to explore concepts and beliefs that vary
from those they bring to the classroom.
Also, new information might threaten the
student’s concept of him- or herself;
therefore, the less vulnerable the student
feels, the more likely he or she will be
able to open up to the learning process.

21. • The educational situation which
most effectively promotes
significant learning is one in
which (a) threat to the self of
the learner is reduced to a
minimum and (b) differentiated
perception of the field is
facilitated. The instructor should
be open to learning from the
students and also working to
connect the students to the
subject matter. Frequent
interaction with the students will
help achieve this goal. The
instructor's acceptance of being
a mentor who guides rather
than the expert who tells is
instrumental to student-
centered, nonthreatening, and
unforced learning.

22. • A Theory of Human Motivation (originally published
in Psychological Review, 1943, Vol. 50 #4, pp. 370–396).
• http://en.wikipedia.org/wiki/Learning_theory_(education)
• http://web.cortland.edu/andersmd/HUMAN/PRINC.HTML

23. Thank you for your TIME