Humanistic psychology emerged as a significant perspective in history, shifting focus from supernatural explanations to the inherent goodness and potential of human beings. This school of thought emphasizes that humans are fundamentally good and driven by a hierarchy of needs that significantly influence their behavior. Humanistic psychology advocates for rational, human-centered solutions to human problems, with virtue at its core. This movement has deep historical roots, tracing back to Greek and Latin philosophies, experiencing a resurgence during the Renaissance, and continuing to evolve in modern times.
In education, the Humanistic Learning Theory applies these principles, centering on the belief that children are inherently good and that education should be a rational process focused on nurturing the “whole” child. This approach posits that students are the primary agents in their learning journey, and their diverse needs must be met to facilitate effective education. For instance, a student experiencing hunger may struggle to concentrate; thus, providing meals in schools addresses this basic need, enabling better focus on learning. Humanistic education encompasses the development of social skills, emotional understanding, intellectual growth, artistic expression, and practical abilities, recognizing these as integral components of a student’s overall development. Core tenets of this theory include fostering self-esteem, encouraging goal setting, and promoting autonomy in learning.
The humanistic learning theory was pioneered in the early 20th century by prominent psychologists Abraham Maslow, Carl Rogers, and James F. T. Bugental. It arose as a direct response to the prevailing educational theories of behaviorism and psychoanalysis, which humanists felt presented an incomplete and somewhat negative view of learners. Abraham Maslow is widely regarded as the father of humanistic psychology, with Carl Rogers and James F.T. Bugental making significant contributions that further enriched the field.
Maslow and other humanists critiqued behaviorist theories, such as operant conditioning, for portraying students as merely reacting to rewards and punishments, suggesting that their behavior was solely shaped by external stimuli. In contrast, humanistic learning theory champions the idea that students are inherently inclined towards goodness and capable of making sound decisions when their fundamental needs are satisfied. This perspective emphasizes that learners are intrinsically motivated to realize their full potential and are more driven by their feelings and intrinsic desires than by external rewards or fear of punishment. Maslow passionately advocated for this viewpoint, articulating it through numerous publications and research.
This emphasis on emotions as drivers of behavior leads educators who embrace humanistic learning theory to prioritize students’ emotional and psychological well-being. Instead of merely addressing surface behaviors with punishment, they seek to understand and address the underlying emotional issues that may be causing disruptive behavior. The theory underscores that students experiencing emotional distress, such as feeling upset, sad, or unsafe, will likely have diminished capacity for learning. Consequently, educators are encouraged to cultivate a classroom environment characterized by comfort, safety, and support. In humanistic psychology, emotions are considered central, playing a critical role in the learning process and overall student development. By fostering a positive emotional climate, educators can more effectively facilitate meaningful learning experiences and support the holistic growth of each student.
