Humanism

HUMANISM AND EDUCTION

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The humanist approach to learning is perhaps the most wholistic approach. Teachers who apply its principles take into consideration all elements, factors, and needs which have an impact on learning behaviours.

Erik Erikson developed a psychosocial approach towards education covering 8 phases of psychosocial development. Erikson identifies the adolescence stage (12 to 18 years old) as one in which individuals form their personal identity, where success and failure dictate sense of self (Batra, 2013). Albert Maslow identified the idea that needs which are not met determine behaviour, thus valuing the importance of the physiological, safety, belonging and esteem needs required to achieve self-actualization. Self-actualization is the point which is reached when a person is at their greatest potential after having other needs satisfied (Alaghmand et al., 2018).

I assisted a Year 11 English studies class which was made up of approximately 15 boys. I was informed that many of them were often missing class as they were on work placement. To cater to their absence, my supervising teacher prepared booklets which were used over a few weeks and the students would complete the booklet at their own pace. Considering many were behind on the work and the class was generally below the grade average, a learning support teacher would visit the classroom to assist students weekly.

As the humanist approach takes into consideration all factors which may influence learning and growth, it aligns with Standard 1.1 (AITSL, 2018). Teachers who implement it in the classroom identify learning needs and what elements may be influencing them, therefore aligning with Standard 6.1. Standard 6.3 is met, as observed by the inclusion of a learning support teacher (AITSL, 2018). As learning needs are identified and met, the humanist approach requires organisation of activities and learning programs, and therefore meeting Standards 3.2 and 4.2 (AITSL, 2018).

An argument used in opposition to the humanist approach, often within English studies departments, is the lack of instruction to facilitate traditional writing skills to ‘support’ students reaching self-actualization through literacy (Moon, 2012). The humanist approach disregards the structures which uphold literacy skills, leaving students to their limited experiences of language. This is especially detrimental to Aboriginal students, many of whom are below the literacy standard and would benefit from instruction and assistance with skills and techniques (Moon, 2012). Without proper instruction in English studies, the literacy gap remains open.

With the main argument presented being that the humanist approach leads to a lack of instruction, a strategy to address this issue would be to apply the approach but only to an extent. The approach takes into consideration Maslow’s hierarchy of needs. Schools can present many initiatives to ensure that certain needs are met, such as providing breakfast, and facilitating social days for students (Fisher & Crawford, 2020). Schools have a major role in assisting students to achieve self-actualization, however teachers must remain assertive in their roles as educators. Teachers must therefore stick to the structure of their curriculum to ensure all students are progressing towards achieving all the outcomes (Moon, 2012). If a student presents negative learning behaviours that could be impacted by external factors, the teacher should begin a conversation with the student, and possibly parents/guardians and the school, to address these issues.