Humanistic Approach - Self-Actualization

It was nice to just spend some time reading this weekend.  After studying more instructional designs and strategies I have come to the conclusion that before I am done I will create the BOYD model.  As I see it the most successful design is one that is a blend of several combined.

I have always been a fan of Maslow and his theory called the Hierarchy of Needs.  If you don’t feel like you have a place of meaning in this world – you are not going to become invested to learn anything of the world (Cherry, 2010).

The school has become the provider of many student biological needs.  Some of our students do not have basic meals from anywhere other than our school breakfast and lunch programs.  The school is a haven of safety for many that have violence, brokenness, and a lack of supervision as the norm.  The school is a provider of love, affection, and a sense of belonging for many children.  The classroom should provide an environment that is conducive to building self-esteem -   a real oasis for the heart to grow. 

Children want to learn when relationships are established.  Carl Rogers’ central theme was that facilitating learning to develop learning individuals should be the purpose of education (Cherry, 2010 ).   Achieving this purpose is a direct result of the relationship between the educator/facilitator and the learner.  As a facilitator I feel this is one of my key roles.  My relationship with my students is an essential component of a successful learning environment. 

Valett suggests that humanistic education is a lifelong process designed to develop individuals who will be able to live a joyous, humane and meaningful life (Brockett, 1997).  The mission statement of Warsaw Community Schools is dedicated to providing all students with an excellent education to enable them to be life-long learners and successful citizens (Warsaw, 2010).

To achieve humanistic oriented education you need class sizes that are small enough to encourage person to person relationships.  The subject matter is flexible and allows the academic content to meet learner interests, needs or abilities.  Classroom practices and procedures should help a learner discover his or her own talents, abilities, and skills. 

The central assumptions are that human beings behave out of intentionality and values (Kurtz, 2000).  Humanists believe that it is necessary to study the person as a whole, especially as an individual grows and develops over their life. 

Cooperative learning, discussion-based learning, confluent education and thematic teaching are specific teaching techniques associated with humanism (2010 ).  I measured my obesity unit against many of these requirements and found that our approach has been very humanistic in nature. 

Students were put in small groups where each member of the group could participate in clearly assigned and collected tasks.  We hoped for lots of synergy that would promote cooperative skills, group reflection and goal setting. 

With the team interviews there was a lot of teaching through discussion.  As facilitators we did a lot of guided discussion and reflective discussion.  We wanted to be sure to promote student understanding as they were processing their research.  Through the discussion we asked questions to stimulate critical thinking about obesity and its problems.  The discussions include identification of the problem and establishing procedures and definition of terms and concepts related to the topic.  Students then had to research, question, and support their opinions.   The students have to assume a lot of responsibility for their own learning. 

Humanism provides a way of looking at the instructional design process that emphasizes the strengths the learner brings to the environment (Brocket, 1997).  Humanism is a paradigm that emphasizes the freedom, dignity, and potential of humans (Lamont, 1965).  There are several components of Humanism that I do not agree on with; the main one dealing with belief. 

Humanists do not believe in any supernatural force such as God.  They hold the belief that “human beings are an evolutionary product of nature and, since body and personality are inseparably united one can have no conscious survival after death (Brocket, 1997).  To this point I disagree.  I do believe in a higher power that knew me before I was born.  I was gifted with certain talents and traits and when you are achieving the purpose that you were created for you can become self-actualized.  With this comes a feeling that surpasses all others.  It transcends any earthly happiness, and gives complete contentiveness within an individual.  I am so fortunate to experience this within my life.  I know what I was called to do and feel very complete to be doing it.  I took a break from teaching when I had my children, and I felt a void that was almost unbearable.  Through time and circumstance I was provided another opportunity to teach again, and I do not believe that this was just by chance.  I know that it is part of the design, and I become self-actualized by participating in that design.  I truly believe that this is what has sustained me through my divorce.  When your earthly life is challenged or in shambles, the divine purpose of self-actualization is what can give you life and meaning.

Maslow believed that self-actualization was the highest level of human growth, where one’s potential is fully realized. 

Maslow held that self-actualizers tend to “possess a more efficient view of reality and a corresponding tolerance of ambiguity; to be accepting of themselves and others; demonstrate spontaneous behavior that is in tune with their own values and not necessarily tied to the common beliefs and practices of the culture; focus on problems that lie outside of themselves, thus demonstrating a highly ethical concern; maintain a few extremely close interpersonal relationships rather than seek out a large number of less intense friendships; and possess high levels of creativity” (Brockett & Hiemstra, 1991).

An important element of Maslow’s theory is the notion of the mystic experience or the high that one can experience when they are in the flow of self-actualization.  The goal of humanistic education is to help learners become self-actualizing persons.  The curriculum is not the end, but the means of promoting the goals of humanistic education.  Learning needs to be fostered in a cooperative supportive environment.  It celebrates human goodness and the limitless potential of human beings. 

Humanistic education is student-centered with the role of the teacher being that of a facilitator, and helper in the learning process.  The facilitator is the one who is able to set a climate that values and emphasizes the unique experiences and needs of each learner.  It is important to make the learning highly personal by letting the learner invest in its importance and meaning.  Growth is best fostered in a cooperative supportive environment and its main purpose is to help learners become self-actualized.

I think that it is obvious that humanism can compliment other paradigms and contribute to a comprehensive theory of instruction.  It fits perfectly with the Warsaw mission as it emphasizes the development of the person across an entire lifespan. Learning is a lifelong process and this approach does put the Learner as the center of the picture. This approach certainly correlates with what we have been exploring in Principles of Leadership. Coincidence?

Brocket,R. (1997). Humanism as an Instructional Paradigm. Retrieved on November 13, 2010 from: http://www-distance.syr.edu/romira1.html

Cherry, K.  Hierarcy of Needs Self-Actualization and the Hierarchy of Needs. About.com: Psychology Retrieved on November 13, 2010 from: http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds_2.htm

College of Saint Francis/St. John. (2010).Program Goal VI:Instructional strategies. Retrieved on November 13, 2010 from: http://www.csbsju.edu/education/knowledge-base/kb-iv.htm

Retrieved on November 15, 2010 from: http://www.k12academics.com/national-directories/school-district/warsaw-community-schools