Humanist Education

Paper Summary:

This paper examines how humanism and operant conditioning impact classroom teaching by focusing on teaching vocabulary to high school students. It looks at Carl Rogers' assumptions about learning and education and Skinner's theory of operant conditioning.

Outline:
The Rogerian Perspective on Teaching
The Operant Conditioning Perspective on Vocabulary Teaching

From the Paper:

"From a behaviorist perspective the process of learning is restricted to the idea that the transmission of information is the transmission of the appropriate response to a certain stimulus, in other words, individuals learn a repertoire of behavioral responses to certain stimuli. Learning is based on the process of reinforcement of the desired responses. In the classroom, the typical behaviorist teaching practice is based on a progressive introduction of tasks and sequence of information, consistent repetition of the material and continuous positive reinforcement. "

Sample of Sources Used:

• Uljens, Michael. (1992). What Is Learning a Change of? Report no. 1992:01. Department of Education and Educational Research, University of Goteborg, 32 p.
• Hiemstra R., Brockett R. (1994). From behaviorism to humanism: Incorporating self-direction in learning concepts into the instructional design process. In H. B. Long & Associates, New ideas about self-directed learning. Norman, OK: Oklahoma Research Center for Continuing Professional and Higher Education, University of Oklahoma
• Bell L., Schniedewind, N., (1989). Realizing the Promise of Humanistic Education: A Reconstructed Pedagogy for Personal and Social Change, Journal of Humanistic Psychology 29; 200
• Rogers, C., (1969). Regarding Learning and Its Facilitation in Freedom to Learn Columbus: Merill, 157-64

More papers on Humanist Education:

• Essay # 86222 : "History of Education and Current Implications"
• Research Paper # 147383 : "Philosophies of Education and Teacher Education"
• Narrative Essay # 95212 : "Philosophy of Education"

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