Effective learning theories are often a debated area in the educational sector. Humanistic theories offer an approach that both embraces and acknowledges the emotional aspects of the individual learning process. This essay argues that the relevance of humanism towards to the school system is significant, particularly when students begin to show signs of emotional behavioural disorders (EBD). Education from a humanistic perspective looks to implement methods to address the underlying causes that motivate students to act in ways that are both unhelpful to themselves and others in their immediate environment. This can be done through a variety of pedagogical strategies, borrowing on the theories of traditional humanists, such as Carl Rogers and Abraham Maslow, to more modern approaches such as Non-Violent Communication. An outline of some of the pertinent theories and techniques in the humanist approach will be given, alongside their applicability in a New Zealand school context with students who show signs of EBD. Incorporating a culturally-aware approach will also be demonstrated to hold significant value, with relevance to those of both Maori and European heritage. It is concluded that empathetic educational practices provide students and teachers with opportunities to grow and learn together in a symbiotic environment.
Table of Contents
1. Introduction to Humanism
2. Key theories and concepts
3. Applicability of the Humanistic approach in an educational context
3.1 Multifaceted student personalities
3.2 Social climate
3.3 Dialogue
3.4 Community and social involvement
3.5 General education program
3.6 Teaching techniques
4. Applying Humanistic concepts to New Zealand schools
5. Assessing the strengths and weaknesses
Research Objective and Scope
This essay explores the applicability and relevance of humanistic educational theories within the New Zealand school system, specifically focusing on how these pedagogical strategies can support students exhibiting signs of emotional and behavioural disorders (EBD).
- The theoretical foundations of humanism and its focus on individual growth.
- Core humanistic concepts including Maslow's hierarchy of needs and Rogers' person-centred theory.
- The integration of Non-Violent Communication (NVC) in educational settings.
- Culturally-responsive practices, specifically incorporating Maori-based philosophies like Āta.
- A critical evaluation of the strengths and practical limitations of implementing humanistic approaches in schools.
Excerpt from the Book
Applying Humanistic concepts to New Zealand schools
Applying humanistic concepts to New Zealand schools can be done on both the macro and micro level. Realistically, the ability of a teacher to incorporate this approach into their daily teaching schedule will depend on the type of school they find themselves in; at a socio-economic level, decile rating, and cultural and geographic position (Church, 2003; Veugelers, 2011). For those teachers fortunate enough to have a school administration that values a humanist approach, practices and general guidelines may already be in place to facilitate the teaching process. An example of this is seen at Unlimited Paenga Tawhiti secondary school in Christchurch, New Zealand (J. Gallagher - teacher at Unlimited, personal communication, May 10, 2013). In this school there is a focus on students becoming independent learners, building teaching programs around individual passions and interests, self-evaluation, and having frequent community contact in the form of field trips. Furthermore, teachers and students interact on a first name basis, with groups of 15 students having a ‘homebase’ consisting of learning advisors who are there to help and support students academically and psychologically. Teachers in this environment are encouraged to meet the needs of students on multiple levels, as well as to take the time to work with students with EBD in order to uncover whatever difficulties are present.
Summary of Chapters
Introduction to Humanism: This chapter traces the origins of humanistic theory as a response to behaviourism and outlines its core focus on individual potential and self-actualisation.
Key theories and concepts: This section details the fundamental contributions of Abraham Maslow and Carl Rogers, focusing on needs hierarchies and the importance of an unconditional, person-centred approach in education.
Applicability of the Humanistic approach in an educational context: This chapter breaks down six practical features of a humanistic school culture, including social climate, dialogue, and community involvement, to demonstrate how theory translates into school practice.
Applying Humanistic concepts to New Zealand schools: This chapter discusses the real-world implementation of humanistic principles within the New Zealand education system, highlighting both institutional examples and individual teacher strategies.
Assessing the strengths and weaknesses: The final chapter provides a critical analysis of humanism, weighing its positive impact on student growth against challenges like empirical measurability and the systemic hurdles in modern school environments.
Keywords
Humanistic Education, New Zealand Schools, Emotional Behavioural Disorders, EBD, Carl Rogers, Abraham Maslow, Non-Violent Communication, NVC, Self-Actualisation, Pedagogical Strategies, Āta, Maori Philosophy, Student-Centred Learning, Educational Psychology, Personal Growth.
Frequently Asked Questions
What is the primary focus of this essay?
The essay examines the relevance and practical application of humanistic educational theories within New Zealand classrooms, particularly for supporting students who display signs of emotional and behavioural disorders.
Which central theories are discussed in the paper?
The paper primarily explores Abraham Maslow’s hierarchy of needs, Carl Rogers’ person-centred theory, and modern applications such as Non-Violent Communication (NVC).
What is the main goal of humanistic education according to the author?
The primary goal is to foster an empathetic and symbiotic learning environment that prioritises the student's emotional growth, autonomy, and potential for self-actualisation.
What scientific methods are referenced?
The author uses a qualitative approach, synthesising educational literature, theoretical reviews, ethnographic case studies, and personal communication with educators to evaluate pedagogical strategies.
What does the main body cover?
The main body covers the core philosophy of humanism, specific practical components of humanistic school cultures, implementation strategies within the New Zealand context, and a critical look at the pros and cons of the approach.
Which keywords define this work?
Key terms include Humanistic Education, EBD, Person-centred theory, Non-Violent Communication, and culturally responsive teaching.
How is Non-Violent Communication (NVC) applied in the classroom?
NVC is described as a four-step process—observations, feelings, needs, and requests—that helps teachers and students communicate honestly, resolve conflicts, and address the unmet needs underlying disruptive behaviour.
Why is the concept of Āta significant to this research?
Āta is significant as it provides a culturally relevant, Maori-based philosophy that helps teachers in New Zealand build genuine, respectful relationships with students, bridging cultural gaps in the classroom.
What are the major criticisms of the humanistic approach mentioned?
The author notes that humanism is often criticised for focusing too heavily on the individual, potentially ignoring broader socio-economic contexts, and for the difficulty in empirically measuring concepts like self-actualisation.
How does the author suggest teachers handle students with EBD?
The author recommends a holistic, non-punitive approach that prioritises understanding the underlying needs behind disruptive behaviour rather than focusing on punishment or labels.
- Citation du texte
- Lee Hooper (Auteur), 2013, Empathetic Education: An Examination of the Applicability of Humanistic Theory in New Zealand Classrooms, Munich, GRIN Verlag, https://www.grin.com/document/262259
