This document discusses humanism, technology, and dehumanization. It defines humanism as valuing human agency, freedom, and evidence over dogma. Key figures like Maslow and Rogers who advocated for humanistic approaches are discussed. While technology can potentially humanize through interaction and reflection, it also risks dehumanizing by treating people as machines without individuality or empathy. The document argues technology should augment teaching and learning by supporting meaningful, creative, and collaborative problem-solving rather than replacing the teacher or treating students as passive learners.

1. Technology,
Humanism and
Dehumanization

2. Humanism
- a philosophical and ethical stance
that emphasizes the value and agency
of human beings, individually and
collectively, and generally prefers
critical thinking and evidence over
acceptance of dogma or superstition

3. humanism refers to a perspective that affirms some notion of
human freedom and progress
It was first termed by theologian Friedrich Niethammer in
1808 – “Humanismus” (the new classical curriculum he
planned to offer in German secondary schools)
Gained its universal acceptance in 1856 when Georg Voigt
used Humanism to describe Renaissance Humanism –
movement that flourished in the Italian Renaissance to revive
classical learning

4. Key points:
 In education, humanism is a
paradigm/philosophy/pedagogical approach that
believes learning is viewed as a personal act to fulfill
one’s potential
 People act with intentionality and values (Huitt, 2001)
 Humanists also believe that it is necessary to study the
person as a whole, especially as an individual grows and
develops over the lifespan

5. Proponents of Humanism
Abraham Maslow – 1908-1970
Father of Humanistic Psychology
Experience is the primary phenomenon in the study of human
learning and behavior
placed emphasis on choice, creativity, values, self-realization, all
distinctively human qualities, and believed that meaningfulness
and subjectivity were more important than objectivity
development of human potential, dignity and worth are ultimate
concerns

6. Maslow’s Hierarchy of Needs

7. 1.Physiological needs are the physical requirements for
human survival. If these requirements are not met, the
human body cannot function properly and will ultimately fail
2.Safety and Security needs include: Personal security,
Financial security, Health and well-being, Safety net against
accidents/illness and their adverse impacts
3. Love and belonging -- This need is especially strong in
childhood and can override the need for safety as witnessed
in children who cling to abusive parents
-- Friendship, intimacy, family

8. 4. Esteem presents the typical human desire to be accepted and
valued by others. People often engage in a profession or hobby to
gain recognition
5. Self-actualization – “What a man can be, he must be”
-- refers to what a person's full potential is and the realization
of that potential
-- he desire to accomplish everything that one can, to become
the most that one can be

9. Proponents continued…
Carl Rogers – 1902-1987
 One of the founding fathers of psychotherapy research
“Person-centered approach” -- the application of the person-
centered approach to the therapy situation such as
interpersonal relations, education, nursing, cross-cultural
relations and other "helping" professions and situations

10. Learner-centered teaching:
“A person cannot teach another person directly; a person can
only facilitate another's learning”
“A person learns significantly only those things that are
perceived as being involved in the maintenance of or
enhancement of the structure of self”
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

11. Research Google
Conversations Chat
Indoor games Virtual Games
EDUCATION

12. ENTERTAIN
MENT
Increasing
Obesity Rates
Aggressive
behavior
Negative social and
emotional
development
Reduction in
family quality
time

13. Can technology
dehumanize society,
including our homes and
schools?

14. Most people regard technology as humanizing but on the
other hand, it could also lead to the dangers of
dehumanization. It is possible for communicators to treat
their consumers as machines.

15. Dehumanization
 To deprive of human qualities such as individuality, compassion or
civility, personality or spirit

17. Human
Mechanization
(Phil Lange)
We turn them on and
off whenever it suits
our fancy.
No explanation is
offered on why and
what they do.
Their plans and future
are unheard.
All work and no play.
Their human worth is
judged only by the
quality of their products.
Human empathy
is absent.

18. Teacher-
Communicat
or
Interaction between
communicators/teacher and
listener/student.
Self-evaluation or
reflection by
listener/student.
Dialogue or interchange
between communicator
and listener.
Regular meeting and
consultations.

20. “Technology is made for man
and not man for technology.”
“Technology is made for the
teacher and not the teacher for
technology.”

21. The integration of technology in instructional
process must focus on:
The interactive and meaningful learning
The development of creative and critical
thinking
The development and nurturing of teamwork
The efficient and effective teaching

26. Traditional Way
delivery vehicle
for instructional
lessons
learner learns
from the
technology
source and
presenter of
knowledge
serves as a
teacher

27. Constructivist
Point of View
(Jonassen,
1990)
exploring knowledge
to support learning by
constructing
accessing needed information, comparing perspectives, beliefs
and world views
serves as context to
support learning -by -
doing
representing and stimulating meaningful real- world problems,
situation and contexts
defining a safe, controllable problem space for student thinking
serves as a social
medium to support
learning by conversing
collaborating with others
discussing, arguing, and building consensus among members of
the community
serves as intellectual
partner to support
learning- by-
reflecting
helping learners articulate and represent what they know
reflecting of what they have learned and how they come to know
it