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Humanist Education, 2007.
A look at the ways humanistic and behaviorist principles impact education and learning situations in the classroom.
2,037 words (approx. 8.1 pages), 4 sources, MLA, $ 64.95
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Abstract
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. "
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Philosophy of Education, 2007.
A description of a fusion of the humanistic and the progressive philosophies of education to form a personal teaching style.
996 words (approx. 4.0 pages), 2 sources, MLA, $ 35.95
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Abstract
This paper presents the writer's personal philosophy on education, which he labels a 'derived' philosophy because it stems from the humanistic and progressive philosophies of education. The paper discusses the bases of the humanistic and the progressive philosophies of education and then describes how the writer's philosophy and method of teaching attempts to fuse aspects of both philosophies.
From the Paper
"In addition to being child-centric, my philosophy of education is also subject-centered because there is great consideration given in providing the appropriate training and form of learning that the student/individual shall receive. That is, guided by the principles of humanistic and progressive philosophies, tasks, information, and the learning and teaching processes are based on an interactive, hands-on type school environment. This means that both teacher and student share, rather than transmit information and facts to each other. It is through sharing that learning becomes dynamic and effective, allowing the student/individual to succeed in his/her goal to gain relevance and significance in the society he lives in, and for the teacher to accomplish the same goals the student/individual has set for himself/herself: to gain relevance and significance in the society s/he lives in."
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Adult Education Philosophies, 2005.
This paper discusses five adult education philosophies and their application to the classroom.
1,430 words (approx. 5.7 pages), 5 sources, APA, $ 47.95
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Abstract
This paper explains that adult education, or andragogy as it is called, has been in existence practically since the founding of the country and, today, has become a major educational field used to empower millions of adults across the United States. The author discusses five philosophies, which have been created to explain and to improve the practices related to educating adults in the United States: The liberal, humanist, progressive, behavioral and radical philosophies. The paper stresses that the philosophical approach or combination of approaches must fit the specific needs of the adult learn and may vary for that learner from situation to situation; therefore, the learner needs to understand their own goals.
Table of Contents
The Progressive Philosophy
The Behaviorist Philosophy
The Humanist Philosophy
The Radical Philosophy
Conclusion
From the Paper
"Like the progressive philosophy, behaviorism is also focused on scientific means to achieve its end. Education occurs within a controlled environment, with objectives that can be measured. The educational goal is then to change the learner's behavior only through environmental stimuli, without a concern for any other aspects of humanity such as emotion. The objective here is only to change behavior according to specific goals such as competency and programmed learning. Occupational training and professional development programs have benefited from this philosophy. The focus is heavily on stimulus-response designs in order to stimulate new behavior."
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History of Education and Current Implications, 2005.
A review of the history of education, focusing on the teachings of the ancient Greeks and the Renaissance.
1,350 words (approx. 5.4 pages), 3 sources, $ 53.95
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Abstract
This paper examines two aspects of education from the past, the teachings of the Sophists in ancient Greece and the humanist perspective of the Renaissance. It then compares these two aspects to ongoing current events. Finally, it discusses the learning that has taken place in connection with making those connections.
From the Paper
"Throughout history there have been teachers and there have been students. This relationship has not always been a formal one, involving classrooms, lectures, and tests. Sometimes, the teaching has gotten lost in a political or religious message; however, there have been many other times when a humanist perspective has reigned. Whether ancient or modern, the goal has always been, or should have been, to prepare young people for their future lives in society.The Sophists In Chapter 3, Gerald Lee Gutek describes Greek education as being "treated as a reflection of Greek historical experience" (p. 34). "
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Paulo Freire's "Education for Critical Consciousness", 2006.
This paper reviews Paulo Freire's work, as well as highlighting his life's work in helping the impoverished an illiterate.
900 words (approx. 3.6 pages), 1 source, $ 35.95
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Abstract
A positive review of Paulo Freire's two essays found in, "Education for Critical Consciousness", as these stress helping individuals to understand the broader world and their locations within it. A staunch humanist, Freire saw societies as more than politics or economic frameworks, arguing that the poor could be empowered to live creatively, participate actively, and improve their day to day lives. Reference to Canadian poverty, roles for educators in encouraging more creative outlooks.
From the Paper
"Paulo Freire's Education for Critical Consciousness (1973) - Ideas of Ongoing Usefulness. The approaches to education of Paulo Freire (1921-1997) were strongly shaped by his experiences of teaching illiterates in northeastern Brazil and becoming a political exile, for 15 years, after Brazil's military coup of 1964. In his career, he was a lawyer, a teacher of Portuguese in urban Brazil, a provider of adult and workers' education, and again, a man who devoted years to illiterate peasants beyond the cities. He was also a prisoner, for a time, a visiting scholar at Harvard University, an educational advisor in Geneva, and a prolific writer."
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Humanistic and Interactionist Theories of Psychology, 2005.
This paper discusses the humanistic and interactionist theories of psychology, which were developed because of disappointment in the behaviorism and psychoanalysis theories.
3,190 words (approx. 12.8 pages), 31 sources, APA, $ 92.95
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Abstract
This paper explains that the humanistic personality researchers wanted to emphasize human tendencies toward self-improvement, self- actualization, autonomy and looking at the overall value of human beings; whereas, the interactionists, or trait situation interaction therapists, were more concerned with the combined dynamic influences of both personality traits and situations in order to acquire a gestalt understanding. The author points out that Abraham Maslow and Carl Rogers are major contributors to humanistic psychology; Walter Mischel, Henry Murray (theory of needs) and Harry Sullivan (social interactions) are associated with trait situation interaction. The paper relates that one of the differences between humanistic psychology and trait situation interaction is how much of an emphasis to place on an individual's personality; the link between traits and situations has been more precisely specified in the interactionist approach; however, most humanistic psychologists apply an ideographic approach that looks at the entire individual and in context.
From the Paper
"One of the main aspects of PSC is expressing empathy, which is based on Rogers' humanistic approach. Expressing empathy toward pain, anxiety, or anger does not mean reinforcing the way the child has handled a given problem, but helps the youth be less defensive and more ready to reevaluate his/her actions and approach change. Unlike punishment that addresses the feelings and needs (id) of the child or moralization that addresses the conscience (super ego), PSC addresses the ego. It encourages children to understand the event, be aware of their feelings, reevaluate their actions, examine the alternatives, make new decisions, construct a plan of action, and finally implement that plan. PSC aims to accomplish behavioral change and ease the personal growth of children."
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Humanistic Psychology, 2007.
An overview of the history and evolution of humanistic psychology and its offshoots.
1,587 words (approx. 6.3 pages), 11 sources, MLA, $ 51.95
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Abstract
This paper analyzes the approach of humanistic psychology in the treatment of mental health. It describes the role of humanist therapists (also known as transpersonalists, Gestalt therapists, psycho-physiologists, integral psychologists, mind/body practitioners, postmodernists and human scientists). The paper also describes the history of humanistic psychology and how it has evolved with time and discusses the offshoots that fall under the humanist approach.
From the Paper
"In the 1970s and 80s, the ideas and values of humanistic psychology spread into many areas of society. In addition to the above noted areas, there is also green politics, deep ecology, the feminist and gay rights movements, and the psycho-spiritual wing of the peace movement. This takes into account an integrated and balanced view of human nature and maintaining harmony in the grand scheme of existence. As noted by Maureen O'Hara, past president of the Association for Humanistic Psychologists: "As the world's people demand freedom and self-determination, it is urgent that we learn how diverse communities of empowered individuals, with freedom to construct their own stories and identities, might live together in mutual peace. Perhaps it is not a vain hope that is life in such communities might lead to the advance in human consciousness beyond anything we have yet experienced. ""
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Current Manifestations of Humanistic Psychology, 2006.
This well-researched paper focuses on the latest theories, methods and philosophies relating to the fields of both humanistic psychology and psychotherapy.
3,399 words (approx. 13.6 pages), 29 sources, MLA, $ 96.95
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Abstract
This paper examines the birth of humanistic psychology which was developed in protest against the curtailment of psychoanalysis and behaviorist therapies which primarily viewed the human being as a collection of unconscious impulses or reactors to stimuli. This paper details the views and opinions of numerous experts in the field who contend that humanistic psychology and psychotherapy must be seen as an interpersonal and moral phenomenon which requires significant insight. This in-depth paper focuses primarily on three specific categories of humanistic psychology. One category this paper delves into discusses the self-actualization form of therapy which is concerned with helping individuals discover who they really are while focusing on their potential for self-improvement. This paper also delves into various existential theories and treatments which are currently being used by a large number of humanistic psychotherapists who find these particular forms of treatment to be effective.
From the Paper
"Humanistic psychology developed in protest against the reductionism of psychoanalysis and behaviorism which saw the human being as a bunch of unconscious impulses or reactors to stimuli. The new paradigm sought to treat the "whole person" and found phenomenological/ qualitative approaches better suited to this richer purpose. Maslow, for example, wanted to gain information based on personal, subjective experiences and not on abstract systems. But as Giorgi (2005) points out, the natural science/quantitative influence is still here. He admits that humanistic psychology has been granted a presence in psychology, but shows it is still in the minority. Of the 150,000 APA members, only 610 are members of Division 32, or less than 1/2 of 1%. The bulk of the field of psychology still honors the scientific approach more than the humanistic approach. Humanism is not as strong as psychoanalysis or behaviorism in universities and not as well represented as cognitive psychology."
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Humanistic Psychology, 2004.
This paper discusses humanistic psychology and compares it to psychoanalysis and behaviorism.
1,485 words (approx. 5.9 pages), 6 sources, APA, $ 49.95
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Abstract
This paper explains that humanistic psychology created a third method of understanding humans as living beings who are basically good and attempts to identify the importance of their subjective process rather than create arbitrary theoretical systems to describe human behavior. The author points out that humanistic psychology grew out of a large body of work being done by many psychologists; whereas, psychoanalysis, the foundation of modern psychology, was created by Freud and then extended by Jung, while behaviorism was developed by scientists like B.F. Skinner. The paper states that the aim of humanistic psychology is what is known as ?self-actualization?, or the reaching for the knowledge of the deepest and most hidden parts of ourselves that we desire to bring out and turn into a reality.
From the Paper
"Thus, the major break between humanistic psychology and the previous schools is its tendency to place an essential importance on the subjective character of psychology. Humanistic psychology sees this subjective experience as the most important factor in understanding the entire human being. Moreover, instead of attempting to atomize experience and understand it in the sense of particular behaviors or disorders, humanistic psychology favors a holistic approach that values the whole of the human being, seeing the mind in the body as related parts of a continuum that affect and are affected by each other in a continuous feedback loop."
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Humanistic Psychology, 2004.
An explanation of the concept behind humanistic psychology and a look at some of its more famous proponents.
1,283 words (approx. 5.1 pages), 5 sources, MLA, $ 43.95
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Abstract
This paper explains how humanistic psychology, an approach to psychology focusing on self-realization and actualization, suggests that individuals have an innate tendency to seek out self-fulfillment and meaning in their lives, but the ability to find a meaningful existence can be impacted by the individual?s environment. The paper then explores these ideas and how they relate to the author's own insights and individualization. The theories and ideas of several famous proponents of humanistic psychology are discussed as well.
From the Paper
"Carl Rogers is a leading proponent of humanistic psychology. His ideas and theories represent a principal component of humanistic psychology. Humanistic psychology developed during the 1950 and 1960s within the United States; its focus is client centered or person centered approaches to therapy (Cummins, 1996: 108). Carl Rogers help promote the ideal of self realization which is critical to this theory. Rogers published several books that promoted the idea of growth. Rogers postulated that ?the individual has a sufficient capacity to deal constructively with all those aspects of his life which can potentially come into conscious awareness? (Cummins, 1996:108). This ability is derived from internal investigations."
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Humanistic and Transpersonal Psychologies, 2007.
A comparison of existential-humanistic psychology with transpersonal psychology.
1,163 words (approx. 4.7 pages), 8 sources, APA, $ 40.95
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Abstract
This paper compares and contrasts the roots and goals of existential-humanistic psychology and transpersonal psychology. The author describes why the theories are fundamentally different, by illustrating the basic principles of each outlook. The historic roots of each theory are described. The author concludes that a belief that people are afraid of non-existence in existential psychology contrasts with the goals that transpersonal psychologies seek in their states of "collective unconscious" or deep meditation, where one transcends the earthly, human body and moves into a state of uniting with the entire universe.
From the Paper
"The Transpersonal Psychologies find their similarities in their approach to the body-mind relationships and transformation. Essentially they believe that the mind controls the body and if you can put your mind at peace, the body will respond. Based on the work of Carl Jung, who first coined the term "transpersonal" (uberpersonlich) in the phrase "transpersonal unconscious" which he used as a synonym for his well-known "collective unconscious," it refers to the human condition as essentially healthy and full of potential, not as ill and diseased (Schneider,2004)."
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Leonardo Da Vinci: Humanist and Anatomy Pioneer, 2003.
An overall look at Da Vinci's brilliant work during the humanistic period in Europe, which introduced the study of anatomy and functions of the human body.
818 words (approx. 3.3 pages), 6 sources, MLA, $ 29.95
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Abstract
This paper provides a look at Da Vinci's humanistic work during the late Middle Ages in Europe that brought the study of anatomy into existence. Though outlawed by the Catholic Church, dissection gave Da Vinci the ability to sketch the human body inside and out.
From the Paper
"During the Renaissance, a movement towards humanism brought anatomy from nonexistence to theory to science. Leonardo Da Vinci was a humanist who was a part of the scientific revolution during the 15th and 16th centuries and studied medicine, in addition to mathematics, physics, art, etc. When the shift to realism became important in art, anatomy and the study of the physical body was immensely important to artists in Europe. Da Vinci rebelled against the church to take the first step in portraying the body as how it is, which is important to humanism because it focuses on the physical human body."
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Hobbes' and Machiavelli's Humanist Governing Principles, 2008.
This paper compares and contrasts humanistic governing principles in "The Prince" by Niccolo Machiavelli and "The Leviathan" by Thomas Hobbes.
2,263 words (approx. 9.1 pages), 2 sources, MLA, $ 70.95
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Abstract
The paper discusses how Machiavelli and Hobbes analyze the dictates of governing institutions, religion and ethics. The paper shows how these two philosophers often agree, but differ on varying principles of practicality for humanistic governing bodies. The paper shows the complexity of rational thought that exists between Hobbes and Machiavelli and explains how the nature of ethics becomes a dynamic that divides them.
From the Paper
"The manner of politics that one can see in The Prince by Machiavelli reveals much about the cruel, and often-lawless manner of governing that seeks to suppress the people being ruled by their leaders. He makes little argument for unrealistic manners of ethical guidance that might smooth over these forceful behaviors of the leading class. By these means he tells us much about how rules matter little in the quest for power and dominance over the lesser classes. In starting, Machiavelli refused to be deflected by utopian dreams or romantic hopes and by questions of right and wrong or good and bad in government. This is how Hobbes and Machiavelli compare, since they both seek realism in their quest to discover the best and most efficient way to rule."
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Humanistic and Eclectic Therapies, 2002.
An analysis of the humanistic and eclectic schools of therapy.
900 words (approx. 3.6 pages), 5 sources, $ 35.95
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Abstract
This paper examines and analyzes the Humanistic and Eclectic schools of therapy, discusses Carl Rogers, and includes descriptions of the theories and techniques that can be applied with these approaches.
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Existential-Humanistic Psychology, 2008.
A case study of a disenchanted young person who can benefit from existential-humanistic psychology.
1,747 words (approx. 7.0 pages), 5 sources, APA, $ 56.95
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Abstract
The paper reviews a case where Sam, a talented young person, is unable to find meaning in his life, lacks commitment to any long-term goals and is worried about what direction he is headed in. The paper outlines existential-humanistic theories and proceeds to offer some techniques and tactics which might serve as an intervention. The paper shows how Sam's problems are best dealt with through specific existential analysis that employs Socratic dialogue and dereflexion.
From the Paper
"The case of Sam Salvo is indeed an interesting one. By his own admission, Sam does not know what to do with his life. He is an honor student but is struggling to find a major and his career direction is, for all intents and purposes, "up in the air". He has rejected the religious tenets of his mother, fights with her regularly, and believes he has no standards with which to make his decisions in life. As well, Sam seems somewhat dilettantish inasmuch as he dabbles in Eastern philosophy without committing himself to it. Clearly, this is a young man who is deeply troubled by a sort of nihilism and who is also directionless."
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