2. It is a non-technical approach.
It favors the artistic, physical, and cultural
aspects of subject matter.
It considers the need for self-reflectiveness
and self-actualization among learners.
It focuses on the sociopsychological
dynamics of classrooms and schools.
3. It is rooted in progressive philosophy and the child-
centered movement of the early 1900s.
It gained further impetus in the 1940s and 1950s with
the growth of child psychology and humanistic
psychology.
It became popular again in the 1970s as relevancy,
radical school reform, open education, and alternative
education became part of the reform movement in
education.
5. Lessons are based on
- life experiences
- group games/group projects
- dramatizations
- field trips
- learning and interest centers
- homework and tutoring stations
These activities include creative problem solving and
active student participation.
6. In this approach, the following curriculum types are
also worthwhile:
- Informal curriculum
- Hidden curriculum
7. S/he is the facilitator.
S/he encourages self-reflection.
S/he does not dominate the class.
S/he promotes cooperative learning, independent
learning, small-group learning, and social
activities instead of competitive, large-group
learning.
8. S/he is an independent and cooperative learner.
S/he has considerable input in the curriculum and
shares responsibility with parents, teachers, and
curriculum specialists in planning classroom
instruction.
S/he is invited into curriculum meetings to express
their views on contents and experiences thanks to
bottom up curriculum committees.
9. Humanistic Approach advances strong arguments
that it is the total person- the cognitive, the
affective, and even the spiritual self- who is
involved in gaining knowledge and working
toward wisdom. The students’ self-concept and
self-esteem are essential factors in this process.
10. Ornstein, A. C., & Hunkins, F. P. (1998). Curriculum:
Foundations, principles, and issues. Boston: Allyn and
Backon.
