The Humanistic Theory of Carl Rogers - Research Paper Example

The Humanistic Theory of Carl Rogers Brief History of Carl Rogers Theory The humanistic theory began with Carl Rogers when cognitive aspect was the main emphasis in education. Rogers believed that this method of learning discourages enthusiasm in the person. This laid the production of his book in 1983 entitled “freedom to learn in the 80’s” highlighting his experiential learning theory with a similar concept of that of the humanistic theory by Maslow which until today is being used in the universities from highly structured programs to informal courses. Both Maslow and Rogers believed that feelings and emotions should be a part of education, identifying two different types of learning namely cognitive and experience. Cognitive involves memorization, acquisition of vocabulary, formulas, and the like while experience is the application as a result of learning. With his extensive experience as a psychotherapist, Rogers applied the concept of humanistic approach in education process and developed the method of teaching central to the learner. Along this line, he formulated a hypothesis that a person can facilitate another person’s learning but cannot directly teach another individual. This point to the importance of what the student does but not that of a teacher. Another hypothesis of the theory is the relevancy of the learning to the students where in the student only learns things which enhances the self. Rogers also identified that the learning environment should be free of threats but rather friendly teaching environment for learning to take place (Zimring, 1999). Today, humanistic theory is used in the different educational settings to include adult learning and training and is found to be successful. However, in situations where its application becomes a failure, the attitude of the administrators and teachers interfere with its effectiveness. Description of Humanistic Theory Carl Rogers learning theory considers several elements in learning. One is the relevance of the education to the learner. In the excerpt from the study conducted by Blanton (1998), she found out that students are motivated to learn if they know the learning activity benefits them. Students who understand the purpose of any educational activity learns better and could retain the information. Comparatively, students who do not find teaching related to their purpose are not motivated to go on with their studies. Relevance is very important in adult learning because their intention of pursuing their education is towards self actualization either in their work or for personal enhancement of their knowledge and skill. The capability to learn however has to be supported with the provision of the right environment if the person is to bring out his full potentials. Humanistic theory also identified the involvement of feelings, ideas, and intention to come into play. This element points that the individual has to be taught including all factors influencing learning and not only a part of it. With this, the traditional teacher centered style of teaching is shifted to the learner for him to be involved in his learning process to acquire first hand experience. To humanistic view, this is more significant than the mastery of academic contents since the learner will not only benefit at the present but uses the acquired and retained knowledge and skill in the future. This theory also focuses on learning which is self initiated to achieve personal fulfillment. The student has to develop the ability to take charge of his learning without relying so much on others to him what he needs to know every time. Students have to take upon themselves the responsibility to look for information and learn it. Examples of its Uses An example where humanistic theory can be used is in the field of psychology. It influenced several branches of psychology such as positive psychology where surveys, case studies, and group data gathering uses the qualitative method to include thinking and feelings. It also influenced coaching psychology where potentials of the individual are enhanced. The most significant is in humanistic counseling. With humanistic approach, the therapists can successfully treat patients with problems communicating to others. The therapist focuses on the patient centered counseling to include the past experiences, emotional aspect, and self concept among others provided the therapist set aside all prior knowledge of the patient to fully understand the true nature of the person’s thoughts and feelings when providing appropriate intervention. Another example of its use is its role in the workplace. Humanistic theory regarded growth and self fulfillment as a basic human motive (Krebs, et al, 1988). As a result, the person finds ways to continually enhance himself. This brought forth the popularity of adult education where staffs have to enroll in certain programs for promotion purposes, licensing, self and job enhancement to reach their self actualization. Over all, humanistic theory helps to solve problems of everyday life. Without it, people will not be able to adapt to the changing environment. Miller (2001) in his study pointed out that the theory of Carl Rogers is deemed empirical in this aspect where the learner has to learn how to learn to survive the ever changing environment. Miller further explained that in the life of students, they have to learn different adaptive ways because learning entails a variety of learning situations. Conclusion Extending from the above uses, humanistic theory could also be employed to teach adult learners by addressing their needs which usually involves practical, personal, and social needs. The instructor has to identify the purpose of each student pursuing education whether the learning takes pace off campus or within the campus. In the study by Yannacci et al (2006), she identified several theories of which one is the humanistic theory to effectively teach adult learners. Considering the principles involved in adult learning, humanistic theory is found to be effective in this aspect because the focus is the totality of the student learning. This is also supported with another study by Bloss-Brown and Schoening (1983) where humanistic theory was used with the goal to prepare students to acquire higher level of skill to effectively cope with clients in crisis. However, such theory is helpful if the learner is open to change. Humanistic theory could be effective in teaching adult learner by increasing the morale of the students. Human beings are known for their feelings which dictate their beliefs in return. As a result, students follow well in an educative capacity. The professor has to know the atmosphere of the classroom before continuing the program. Knowing if they are comfortable with the teaching methodology and with the program may identify any defects and would call for change of implementation to assist better absorption of the learning materials. Finally, with humanistic theory, student’s interest and experiences can be emphasized giving consideration to the feelings and attitudes. This allows the instructor to act as the facilitator proven to be more applicable to adult learners. The role and function of the instructor is reappraised to provide information to his students at the same time giving the students the responsibility to become a fully functional person while providing a supportive educational environment. References Blanton, B., (1998). The application of cognitive learning theory to instructional design. International journal of instructional media. Vol. 25. Bloss-Brown and Schoening (1983). Application of humanistic learning theory in an associate degree program for occupational therapy assistants. American journal of occupational therapy. 37 (6) 392-8. Krebs, Dennis, & Blackman, Roger. ( 1988). Psychology. Harcourt Brace Jovanovich publisher. Florida. Miller, C., (2001). The application of Carl Rogers’ person centered learning theory to web based instruction. Yannacci, J., et al., (2006). Principles of adult learning theory, evidenced based teaching and visual marketing: what are the implicatipons of a toolkit development? Center for Mental Health Quality and AccountabilityNRI, Inc. Zimring, F., (1999). Carl Rogers. International Bureau of Education. Vol. 24. 411-22. Read More