Humanistic learning theory stands as a significant perspective in education, rooted in the broader field of humanistic psychology. This approach prioritizes the inherent goodness of individuals and emphasizes the importance of basic human needs in shaping behavior and learning. Instead of focusing solely on external factors or cognitive processes, humanistic learning theory champions a holistic view of the learner, advocating for rational methods to nurture the “whole” child. At its core, this educational philosophy is deeply connected to human virtue and has experienced notable resurgences throughout history, from its classical origins to the Renaissance and contemporary educational practices.
This educational theory stems directly from humanistic psychology, built upon the fundamental belief that children are inherently good. Humanistic learning theory posits that education should be rationally designed to foster the complete development of a child, acknowledging that students are the ultimate authorities on their own learning processes. For effective learning to occur, all of a student’s needs must be addressed. Consider a student experiencing hunger; their capacity to concentrate and engage with educational material will be significantly diminished. Recognizing this, many schools implement meal programs to satisfy this basic need, thereby enabling students to better focus on their education. The humanistic approach to learning actively integrates social skills, emotional intelligence, intellectual growth, artistic expression, practical abilities, and more into the educational experience. Crucially, self-esteem, personal goals, and the development of autonomy are central components within the humanistic learning framework.
The formal development of humanistic learning theory is attributed to the pioneering work of Abraham Maslow, Carl Rogers, and James F. T. Bugental in the early 20th century. Humanism emerged as a direct counterpoint to the prevailing educational theories of the time, namely behaviorism and psychoanalysis. Abraham Maslow is widely recognized as the founder of this movement, with Carl Rogers and James F.T. Bugental making substantial contributions that further enriched humanistic psychology in later years.
Maslow and other humanists held a critical view of behaviorism and psychoanalysis, arguing that these perspectives presented a somewhat negative portrayal of learners. For instance, behaviorism, particularly operant conditioning, suggests that student behavior, whether positive or negative, is primarily driven by the anticipation of rewards or punishments, implying that learning is essentially a process of conditioning through external stimuli. In stark contrast, humanistic psychology, championed by Maslow, proposes that students are fundamentally good and capable of making sound decisions when their needs are met and they are in a supportive environment. Humanistic learning theory underscores the idea that learners naturally strive for self-improvement and that human actions are more profoundly motivated by feelings and intrinsic desires than by external rewards or fear of punishment. Maslow passionately advocated for this perspective, articulating his beliefs in numerous influential articles and publications.
This core tenet—that human behavior is deeply rooted in feelings—leads educators informed by humanistic psychology to prioritize students’ underlying emotional and humanistic needs when addressing challenging behavior, rather than simply resorting to punitive measures focused solely on suppressing undesirable actions. Humanistic learning theory further elaborates on the crucial connection between emotional well-being and learning capacity. It posits that students experiencing emotional distress, such as sadness or anxiety, are less likely to be receptive to learning. This understanding motivates teachers to cultivate classroom environments that foster feelings of comfort, safety, and security, thereby enabling students to fully engage with and concentrate on their learning. Indeed, emotions are positioned at the very heart of humanistic psychology and, by extension, humanistic learning theory.
