This document discusses humanism in the context of language teaching. It defines humanism as devotion to human interests and the fulfillment of human potential. A humanistic approach aims to educate the whole person intellectually and emotionally. It emphasizes self-actualization, freedom in learning, and creating a safe environment where students can discover themselves. The document examines Curran's view of humanism, which incorporates incarnation and redemption. It also discusses criticisms of the counseling-learning model, such as its lack of applicability to large classes or conventional subjects. Overall, the document analyzes how humanistic philosophy can inform language pedagogy.

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)

6.  Facilitator
 Non-evaluative
 Supportive and warm
 Non initiative
 Knower
 Counselor

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

22.  Humanistic foreign language teaching