This document provides an overview of the humanistic approach in psychology, focusing on the theories of Abraham Maslow and Carl Rogers. Maslow proposed a hierarchy of needs consisting of physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization. Rogers believed that people have a natural tendency toward self-actualization if they experience genuineness, acceptance, and empathy. The humanistic approach emphasizes an individual's inherent drive toward self-actualization and achieving their full potential. It has implications for education, including fostering students' self-esteem, autonomy, and creativity.

1. TEFL & ICT MA
Educational
Psychology
Humanistic Approach
Done by: Supervised by:
Sophia AKDIM Dr. Youssef TAMER

2. Outline
I. OVERVIEW OF PREVIOUS THEORIES AND
APPROACHES.
II . HISTORY OF HUMANISM.
III. ABRAHAM MASLOW.
VI. CARL ROGERS.
V . IMPLICATION OF HUMANISTIC APPROACH IN
EDUCATION.
IV. HUMANISM IN ELT

3. I.
OVERVIEW
OF PREVIOUS
THEORIES AND
APPROACHES

4.  The central idea behind behaviorism is that
only observable behaviors are worthy of
research since other abstraction such as a
person’s mood or thoughts are too subjective.

5.  Bandura’s Social Learning Theory posits that
people learn from one another, via
observation, imitation, and modeling. The
theory has often been called a bridge between
behaviorist and cognitive learning theories
because it encompasses
attention, memory, and motivation.

6.  It is the cognitive theory of learning that
describes the processing, storage, and
retrieval of knowledge in the mind.
 It seeks to explain human learning as the
development of networked memory
stuctures. The human brain is seen as a
neural computer of sorts as opposed to the
"black box" of Behaviourism.

7.  Piaget's theory of cognitive development proposes
that humans cannot be "given" information which
they immediately understand and use.
Instead, humans must "construct" their own
knowledge. They build their knowledge through
experience. Experiences enable them to
create mental models in their heads. These
schemas are changed, enlarged, and made more
sophisticated through two complimentary
assimilation and
processes:
accommodation

8.  Social Development Theory argues that social
interaction precedes development;
consciousness and cognition are the end
product of socialization and social behavior.
 the zone of proximal development is the
range of abilities that a person can perform
with assistance, but cannot yet perform
independently.

9.  Psychoanalysis is both an approach to
therapy and a theory of personality
 Emphasizes unconscious motivation;
 the main cause of behavior lies in
unconscious mind.
 Freud believed that all thoughts, emotions
and actions are determined. In other words
nothing is an accident, if we probe deeply
we will find the causes of every thought or
action.

12. And here comes

14.  In 1950, Humanistic psychology gave
rise after the first and second forces of
psychology, Behaviorism and
psychoanalysis.
 Humanistic psychology, the third
force, was popularised during the 1950s
and 1960s following WWII and the cold
war.

15.  During this time period, psychologists
were seeking a more optimistic and
nurturing approach in response to the
stresses that came with war.
 Humanism was largely influenced by
early Greek and Hebrew
phillosophers, as well as Europeans of the
Renaissance era, who believed that
human beings were unique.

16.  Humanism claims that people have the
ability to shape their own destiny, and this
is not driven by bioligical, instinctive
influences.
 It emphasises the wholeness or
completness of personality, rather than
focussing on its structural parts.
 What matters is how people view
themselves.
 the founders: Abraham Maslow & Carl
Rodgers

17. III. ABRAHAM MASLOW

18. Biography
 Abraham Harold Maslow was born April 1908 in
Brooklyn, New York.
 he first studied law at the City College of New York (CCNY).
 moved to Wisconsin so that he could attend the University of
Wisconsin. Here, he became interested in psychology.
 He received his BA in 1930, his MA in 1931, and his PhD in
1934, all in psychology, all from the University of Wisconsin.
 Considered to be the founder of humanistic psychology.
 Abraham Maslow developed the Hierarchy of Needs theory
that remains valid today for understanding human
motivation, management training, and personal development.
 He spend his final years in California, until, 1970, he died of
a heart attack after years of ill health.

19. Maslow’s theory
 One of the many interesting things
Maslow noticed while he worked with
monkeys early in his career, was that
some needs take precedence over others.

20. Maslow’s Hierarchy Of Needs

21. Physiological needs
 These include the most basic needs that are
vital to survival, such as the need for water, air,
food, and sleep. Maslow believed that these
needs are the most basic needs in the
hierarchy because all needs become
secondary until these physiological needs are
met.
 Maslow believed, and research supports him,
that these are in fact individual needs.

22. Safety needs
 Much like physiological needs require
maintenance throughout life, so does the need
to feel secure. This need is more
psychological.
 these include needs for safety and security.
 Security needs are important for survival, but
they are not as demanding as the
physiological needs. Examples of security
needs include a desire for steady
employment, health insurance, safe
neighborhoods, and shelter from the

23. The love and belonging
needs
 When physiological needs and safety needs
are, by and large, taken care of, a third layer
starts to show up. You begin to feel the need
for friends,husband/wife, children, affectionate
relationships in general, even a sense of
community.

24. The esteem needs
 After the first three needs have been
satisfied, esteem needs becomes
increasingly important. These include the
need for things that reflect on self-esteem,
personal worth, social recognition, and
accomplishment.
 Maslow noted two versions of esteem
needs, a lower one and a higher one

25. S E L F - A C T U A L I ZA T I O
N
 This is the highest level of Maslow’s hierarchy
of needs. people are self-aware, concerned
with personal growth, less concerned with the
opinions of others, and interested in fulfilling
their potential.
 "What a man can be, he must be. This need
we may call self-actualization…It refers to the
desire for self-fulfillment, namely, to the
tendency for him to become actualized in what
he is potentially.

26. Characteristics of Self-
Actualized People
 Acceptance and Realism.
 Problem-centering.
 Spontaneity.
 Continued Freshness of Appreciation.
 Peak Experiences

27. Some criticism
 Maslow’s hierarchy is only a theory and might
not apply to everybody. The circumstances of
an individual will determine their needs.
Maslow’s hierarchy of needs is merely a basic
guideline.
 Some people are able to achieve self-
actualization without having some of what
Maslow defines as "needs" fulfilled first.

28.  Others might speculate that some of the things
he defined as needs aren't needs at all. No
one can deny that food, air, shelter and such
are needs, but may argue that
esteem, love, artistic expression are not needs
but desires. Some may even argue that self-
actualization is not imperative to being a
happy or successful person.

30. Suggestions for Application of
Maslow's Theory to Education
Physiological
 lunch time
 correct room temperatures
 restroom breaks
 drink breaks

31. Love & Belonging
 teacher personality: empathetic, considerate & interested in
the individual, patient, fair, positive attitude, good listener.
 use one-on-one instruction.
 provide positive comments & feedback rather than negative.
 get to know students (likes, dislikes, concerns).
 be available for students in need.
 listen to students.
 be supportive..
 show that you value students thoughts, opinions &
judgments.
 show trust of students by providing situation where it is
necessary (ex.classroom leader).

32.  class meetings
 class discussions
 provide situations requiring mutual trust
 Showing , sharing

33. Esteem
Self-esteem
 develop new knowledge based on background
knowledge so as to help ensure success .
 pace instruction to fit individual need.
 focus on strengths & assets.
 take individual needs & abilities into account
when planning lessons and carrying them out.

34.  develop a classroom environment where students are
positive &nonjudgmental.
 award programs for jobs well done..
 recognition programs for special effort (ex. helpful citizens of
the week).
 develop & carry out a curriculum to encourage children to be
empathetic& good listeners.
 employ cooperative learning in such a way as to develop trust
between group members.
 involve students in activities of importance & worthiness (ex.
Cleaning up the environment, carrying out a food drive for the
needy).

35. Knowledge & Understanding
 allow students time to explore areas of
curiosity.
 provide lessons that are intellectually
challenging.
 plan lessons that connect areas of learning &
have students compare andcontrast to search
for relationships.
 use a discovery approach to learning
whenever possible.

36. Aesthetic
 organize classroom materials in a neat & appealing way.
 display student art work in an appealing manner.
 put up interesting & colorful wall hangings.
 replace overly worn classroom materials periodically.
 create varied appealing & interesting learning centers.
 rooms painted in pleasing colors.
 large window areas.
 well maintained physical surroundings (ex. keeping walls
painted, desksclean & repaired etc.).
 clean rooms.
 fresh smelling rooms.

37. Self-actualization
 expect students to do their best.
 give students freedom to explore & discover
on their own.
 make learning meaningful--connect to "real"
life.
 plan lessons involving activities.
 get students involved in self-expressive
projects.
 allow students to be involved in creative
activities & projects.

39. Exercise
 The purpose of this exercise is to help you
understand how Maslow’s ideas apply to life’s
experience.
1/ for each of the situations in the next
statements, state which motive is taking
precedence and which is being sacrificed.

40.  1/ A woman who had been betrayed 2 years
ago, is still having problems in forming new
friendships,especially with men.
Need taking precedence:
Safety and security.
Need being sacrified:
Love and Belonging.

41.  2/ A woman recently diagnosed with
Diabetes, is making several changes in her
usual diet and is short tempered and irritate
with her family.
Need taking precedence:
safety(she’s digging a hole and hiding in it).
Need being sacrificed:
Love and belonging ( she’s afraid to care again
or get involved in life)

42. 3/ A very wealthy talented writer gives up writing
because he hasn’t been able to get his last
four novels published.
Need taking precedence
:Esteem(He’s embarassed about being rejected)
Need being sacrificed:
Self-actualization(He’s giving up his chance to
be the most he can be)living up to his
potential.

43.  4/ an Uneducated very unhappy mother and wife
stays married to her abusive husband because
she was an orphan.
Need taking precedence:
Love and belonging(She loves her children and
doesn’t want to split her family nor take them from
their home)
Need being sacrificed:
Physiological (she will no doubt continue to be
abused)

44. VI. CARL
ROGERS

45. ROGERS
•Carl Ransom Rogers (January 8,
1902 – February 4, 1987) was an
influential American psychologist.
He is among the founders of the
•
humanistic approach (or client-
centered approach) to psychology.

46. INTRODUCTION
• Rogers agreed with most of what Maslow believed, but
he added that for a health personality to grow it needs an
environment consist of:
Genuineness acceptance empathy

47. Concepts and theory
 Self Actualization
 Carl Rogers believed that humans have one basic
motive, that is the tendency to self-actualize (to fulfill
one's potential and achieve the highest level of
“human-beingness” we can).
 Carl Rogers believed that for a person to achieve self-
actualization they must be in a state of congruence.
This means that self-actualization occurs when a
person’s “ideal self” (i.e. who they would like to be) is
congruent with their actual behavior (self-image).

48.  The Fully Functioning Person
 For Rogers, people who are able be self-actualise,
and that is not all of us, are called fully functioning
persons.
the person is in touch with the here and now, his or
her subjective experiences and feelings, continually
growing and changing.
 In many ways Rogers regarded the fully functioning
person as an ideal and one that people do not

49. The Fully Functioning Person
(continue)
Open to
experienc
e
Fulfilled Existenti
life five al living
characteristi
cs of the fully
functioning
person:
Trust
Creativity
feelings

50. The Fully Functioning Person
(continue)
 Critics claim that the fully functioning person is a
product of Western culture. In other cultures, such as
Eastern cultures, the achievement of the group is
valued more highly than the achievement of any one
person.

51. Rogers' personality theory
 self-concept
 It is the notion of self or self-concept. This is
defined as "the organized, consistent set of
perceptions and beliefs about oneself".
 Two primary sources that influence our self-concept
are childhood experiences and evaluation by others.

52. The self-concept includes
three components
Self
Self image :How we Ideal self: the
worth:(or self- see ourselves. It person who we
esteem) what we includes the would like to be. It
think about influence of our includes our goals
ourselves. body image on inner and ambitions.
personality.

53. Self Worth and Positive Regard
 Carl Rogers viewed the child as having two basic
needs: positive regard from other people and
self-worth.
 Rogers believed feelings of self-worth developed in
early childhood and were formed from the interaction
of the child with the mother and father. As a child
grows older, interactions with significant others
(teachers) will affect feelings of self-worth.

54. Self Worth and Positive
Regard

55. Self Worth and Positive Regard
(continue)
A person with low self- A person with high self-
worth worth
He avoids challenges in he has confidence and
life, doesn’t accept that positive feelings about
life can be painful and him or her self, faces
unhappy at times, and challenges in life,
will be defensive and accepts failure and
guarded with other unhappiness at times,
people. and is open with
people.

56.  Rogers believed that we need to be regarded
positively by others; we need to feel valued,
respected, treated with affection and loved.
 He made a distinction between unconditional
positive regard and conditional positive regard.
• Is where parents, significant others
unconditional accept and love the person for what he or
she is.
positive • The consequences of unconditional
positive regard are that the person feels
regard free to try things out and make mistakes.
• is where positive regard, praise and
conditional approval, depend upon the child.
• the child is not loved for the person he or
positive she is, but on condition that he or she
behaves only in ways approved by the
regard parent(s).

57. Congruence

58. V. IMPLICATION OF
HUMANISTIC APPROACH
IN EDUCATION.

59. WHAT YOU SHOULD KNOW?
 An approach that believes that learning is
viewed as a personal act to fulfill one’s
potential.

60. HOW IT IS USED
Teachers may implicate the “I think therefore I
Am” theory in their classrooms
For example: thinking one will do well
, increases the chance that one may actually
do well
Teachers can encourage students to think this
way,

61. KEY COMPONENTS
• The humanistic theory could be described as
the development of self-actualized people.
• Learning is student centered and
personalized, and the educator’s role is that of
a facilitator.

62. IN THE CLASSROOM
It is the means to progress towards the pinnacle
of self- development, which Maslow terms
“Self-Actualization”
• A child learns because they are inwardly
driven, and derives their reward from the
inside

63.  Abraham Maslow & Carl Rogers were key
players in the evolution of the Humanistic
approach

64. ABRAHAM MASLOW: LET
CHILDREN GROW
 Parents and teachers are urged to trust
children and let or help them grow.
 In other words trust children to make their
own choices.

65.  Maslow also stressed that classroom tasks
should be challenging and encourage curiosity
in order to help learners realise their full
potential.
 He assumed that the importance of
establishing a secure environment where
learners feel that they belong and where they
can build up self respect.

66. CARL ROGERS: LEARNER
CENTERED EDUCATION:
 Suggests that it is important to provide
optimum conditions for individualised and
group learning of an authentic nature to take
place.
 allows Ss to utilize their own learning styles
and whatever helps them learn.

67.  Teachers facilitate learning and relinquishes a
great deal of authority.
 The learners need to be empowered and to
have control over the learning process.
 peer teaching and self learning

68. IV. Humanism In
ELT
 Humanistic approaches have had a
considerbale influence on English language
teaching (ELT) methodology.
 The four methods which are generally
considered to reflect the philospohy of the
humanistic approach which were introduced as
early as 1970s are :
 -The Silent Way
 -Suggestopedia
 -Community Language Learning
 -Total Physical Response

69. The Silent Way
by Caleb Gattengo (1972)
 Teacher is a Facilitator
 Teacher speaks very little
 Teacher creates an emotionally secure
environment
 Teacher alleviates anxiety and fear of learning.
 Students are involved in learning
 Students are given full freedom.

70. Suggestopedia
by George Lazanov (1979)
 Language can be learned three to five times
faster than the traditional teaching methods if
learners minds are clear of other things and
free of anxiety.
 It is based on relaxation at a deep level…
 Much of the learning relies on Music, Games,
Puzzles…to help learning.
 Classes include fine arts (especially music) as
an integral part of of the lesson.

71. Community Language Learning
by Charles Curran (1972)
 Learning takes place in an anxiety-free
atmosphere
 The learners form a community and help each
other to to learn the target language.
 The teacher takes a facilitator role and aids the
learners to learn the language.

72.  The learners often sit in a circle as a
community…
 Counseling learning (Teacher as a counselor
and student as a client)
 Student is considered as a « whole » person
(their feelings, intellect, protective reactions,
interpersonal relationships and desire to learn
are considered with empathy and balance.)

73. Total Physical Response
By James Asher
 Much of the way a child learnt the mother
tongue could be duplicated in a foreign
language situation.
 The brain has the biological capacity to
acquire any natural language including the
sign language of the deaf just as an infant who
aquires first language by physically responding
to their parents’ speeches.

74.  The teacher taking the role of the parent helps
the learners to get motivated easily and their
self-confidence is boosted.
 This method consists of
commands/imperatives which are followed by
learners.
 HOWEVER, this method proved to be an
excellent humanistic method of language
teaching and learning only at the beginner
level and miserably proves to be a failure at
the advanced level.

75.  No matter what methodology the teacher is
following to suit the needs of his/her students,
the value of humanism in language learning is
seen as informing and enhancing the teacher’s
practices in a variety of ways.

76.  Great teachers whatever methodology they
follow, provide us with a human connection
that is more vital to education and which
makes the learners self-actualize their learning
process.

77. Humanism has a number of
messages for the language
teacher:
 Create a sense of belonging
 Make the subject relevant to the learner
 Involve the whole person
 Encourage a knowledge of self
 Develop personal identity
 Encourage self-esteem
 involve the feelings and emotions

78.  Minimise criticism
 Encourage creativity
 Develop a knowledge of the process of
learning
 Encourage self-initiation
 Allow for choice
 Encourage self-evaluation