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Humanism and Humanism in teaching
1. MARMARA UNIVERSITY
DEPARTMANT OF ELT
MA PROGRAMME
YDIO 703 APPROACHES AND
METHODS IN LANGUAGE TEACHING
Submitted by Buket Demirbüken
Fall 2013, İstanbul
2. Humanism outside of language education
Humanism in the context of teaching
Stewick and Moskowitz understanding of humanism in
teaching
‘Incarnation and Redemption’
Incarnation of the knower
Counseling- Learning ( Curran )
Criticisms on Counseling Learning
Discussion and Questions
3. What does ‘humanism’ mean ?
‘Devotion to human interests’ The Oxford
English Dictionary.
Or “Devotion to the study of the humanities;
the studies, principles, or culture of the
Humanities. The American College Dictionary
4. 15th century Humanists alienate and
depersonalize, being critical.
Kurtz; ‘ Humanists’ are concerned for the
fulfillment of human potentials, committed to
reasoning.
Humanists modern man ( responsible
for his own density) renaissance man.
More’s utopia humanistic document
5. Combining cognitive and affective factors
( the whole person)
Safe and secure learning environment
Self-actualization
Freedom in learning ( not restricted by methods
and curriculum )
Responsibility of learning
Self –discovery ( reflect their self and gain
insight)
Good reasoning capabilities
Enjoyable learning environment
Love of learning ( Maslow’s hierarchy of needs;
accomplishment and satisfaction)
7. H1 feelings ( emotions, esthetic appreciation)
H2 social relations ( friendship, cooperation)
H3 responsibility ( criticism, correction)
H4 intellect ( knowledge, reasoning and
understanding)
H5 self actualization ( full realization of one’s
own deepest true qualities)
8. Firstly concerns with educating the whole
person- the intellectual and emotional
dimensions
Uniqueness of each individual
Self- actualization ( fullest capacity)
( Carl Roger’s conviction) get in touch with real
self
How can I become myself ?
9. Curran clinical psychologist, priest
and education innovator
Counseling – Learning counseling
practice and Christine
doctrine
* Human relation with God
10. Incarnation accepting total self
achieving reasonable and
respectful self love
Redemption at early situations; a
person is in a state of
rebellion and then the
person has actualized feeling
of security and self value
11. Curran incarnation ---unity of body and
mind
Removal of nonincarnate ‘I’ from state of ‘ I’
and I embrace and accept myself.
Become incarnate --- acceptance of myself
Curran’s ‘ I –myself’ sense of incarnation
12. Counseling- Learning encourages incarnation
which can be achieved by teacher’s being an
outsider and just facilitator, supportive and
letting students full participation with
confidence.
It leads students give full attention and have
better mental images of what the topic is.
It helps students recognize the problem causing
in trouble and present the chance to solve it.
13. According to Counseling- Learning model,
the greater the learners sense of security, the
more easily they will be able to let themselves
become ‘incarnate’.
Learners must submit themselves to the
insecurity and anxiety of not knowing
14. Curran’s Redemption (saved by
anyone) inner approval of the ‘myself’ based
on what the ‘ I’ think an outside authority- or
‘ other’ might say.
* prerequisite of incarnation
‘ I-myself- other’
15. Reflection phase for learners
The teacher- knower give up forgoing the power and
the privilege of predetermined corpus and curriculum
and let students comment on activities, techniques
and the conduct of the teacher.
The teacher- knower does not support himself/
herself
The teacher should be supportive, warm and non-
critical understanding
16. The knower- teacher renounces ‘god –figure’ in the
classroom and become incarnate.
But more importantly;
Learners recognize and deal with conflicts both within and
among themselves.
The experience reduces alienation and promotes safe
environment in the classroom
Learners open themselves more fully to the teacher-
knower and to the subject matter the knower presents
17. Process syllabus
Student initiated content ( not possible to
bring language and content authentic to the
culture of target language)
Not conventional in large classes
Teacher role as a knower-counselor
Students’ responsibility for learning ( not being
actively taught)
Is this security offered in a Counseling-
Learning class necessary?
18. Eliminate authoritarian figure in class
Offer a safe and secure learning environment
Emphasize learner’s self-actualization
Propose teaching is not a language transfer
and touch on affective factors
Provide enjoyable learning and actualize true
love of learning
19. Focus on sense of empathy
The whole person _ how does this individual
learn ? ; his / her interests / what motivates ?
Learners are the ones what is happening in
class, take the responsibility of their own
learning.
20. Student initiated syllabus may not fit in all
subject matters and academic environments
Not applicable in large groups
in-service training is necessary for teachers
( teacher- knower-counselor)
21. Stewick,E. W. (1990). Humanism in langugae
teaching. Oxford: Oxford University Press.
Chapter title: Humanism.
Arnold, J. (1997). Towards more humanistic
teaching. J. Arnold (edu).
R.Vasuhi. (2011).Humanism: A human
perspective in English Language Teaching.
Humanism,1-6
