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Humanistic Education and Learning

Concerned with humanistic education
Who gets help by who is a critical topic in this, and often ignored.
IN MANY formalised learning situations there is someone who teaches or preaches; something that is taught or preached; and many who suffer from it. The forgetting among school children and students is quite a black miracle - it's such a waste -
Studies show that students in classrooms of high facilitative teachers achieved better, and used used higher levels of thinking. The general approach of Carl R. Rogers and others tells about conditions that tend to assist mental growth and humaneness, and deeply satisfying experiences of self-realization and/or self actualization, gentle respect for the soil and plants and other beings on earth, and maybe something else.
There is much to learn.

Preface
Introduction
Ch. 1. Carl Rogers, Facilitation of Learning, Relationships for It

Supporting "well medleys" are presupposed throughout:

Preface

Humanist Throught

"Dr Hunter," complained the elderly patient, "when I get up in the morning I feel quite faint - and it lasts for up to an hour. What do you suggest?"
"Hmm," said the doctor, thoughtfully stroking his chin. "How about getting up an hour later?"

Humanistic Learning and Helpful Schooling

WE HUMANS don't need a school in order to learn. We don't really need formal schooling either. It is a cultural outlet. And much is waisted in formal schooling today. Talents, money, and so on. There is no doubt about that.
Try to learn with interest, and next employ study methods that put yourself in the centre of the learning adventure, and don't use you as a ware (delivery) for the schooling system to manage.
The main issue in good schooling is learning, not teachings. Teaching is to be a help for learning, but it is? That is for you to find out right where you are. And good learning is not only memorising facts and items. It is more, far more. Benjamin Bloom and others have looked into it and written books about it. Others have written about similar things as well. We recommend books by Tony Buzan and a book by Gross, and a few by Jerome Bruner for you, to get into the perspective and learn some excellent hints on how to study - because you have an interest [Mum; Tor; Pl; Mmb; Proe; Uy; Coe;].

The Ordinary Set-up

In many formalised learning situations there is someone who teaches or preaches; something that is taught or preached; and many who suffer from it. One main reason is lack of respect for the young ones. Another is too crude outlooks. The word 'education' is often used for all these three sides of learning and teaching. It is the learning part of it that is most vital; what you get out of being taught or kept at school like a willy-nilly for, say, twelve long years.
In fact, a large percentage of Norwegian pupils strongly dislike being at school, but they have to be there. They very often have no choice. As a result of dislikes and negative conditions, the learning process is likely to get damaged and little by little flounder. The forgetting among school children and students is a Black Art miracle! It surely links up with repeated negative emotions that affect the desire to learn and the liking.
Humanistic Learning (HL) studies human needs and interests with the intent of providing some all-round basis for personal growth and development, so that learning may go on throughout life in a self-directed manner A non-threatening environment helps, and non-bithcing too, of course. Also, knowing how to learn is largely important.
One result of HL (humanistic learning) is highly motivated students. Studies show that students in classrooms of high facilitative teachers achieved better, and used used higher levels of thinking. The general approach of Carl R. Rogers and others tells about conditions that tend to assist mental growth and humaneness in the public arenas of life where deep and reciprocal respect for the dignity and worth of each is all right, not something to be ridiculed.
HL enters into the love of development, which for some may culminate in deeply satisfying experiences of self-realization and/or self actualization, gentle respect for the soil and plants and other beings on earth, and maybe something else.

Introduction

Think much and tactfully

THE STUDENT'S and teacher's dear feelings and perceptions and various efforts to pull together are as important in the total picture as their thinking and knowing. [Hu xi]

Get into finer concepts in time

THANKS to all authors that have contributed, and for wellsprings of insights. [Hu xiv]
The spirit of humanistic self-help education is finally emerging into a mature, conceptual framework. [Hu xi] ¤

Assuming or guessing is fit for both animals and humans; heuristics and hermeneutics are two refinements of that

THROUGH it, human content is put in a new all-round perspective [Hu xii]
Human behaviour, human meanings, human understandings can grow out of uniquely human experiences. [Hu xi]
Our humanistic self-help approach to education is designed to help [Hu xi, xiii]

Humanistic education otherwise begins with the assumption that teachings first and foremost a relationship between teacher and student, and is teeming with subjective hopes and outlooks. [Hu xi] ¤

Carl Rogers, Facilitation of Learning, Relationships for It

The outlooks of the scholar on encounters

I SHOULD say one does not need research to provide evidence; one needs only to talk with students: our civilization is on its way down the drain. [Hu 9, cf. 3, 17]
Our young can or should be fundamentally trustworthy, but are they? They are vain and muddled up inside too. To the degree that this is the case, there may be no direct help in coming into a direct personal encounter on a person-to-person basis with some of them. [Hu 8, 6]
Otherwise, the humanistic ideal has been that the facilitation of learning needs to go along with worthwhile experience and be solidly backed up later, as time goes by, by scholarly, critical work as well. Thus, the academic world possesses a very considerable knowledge which encourage "gut-level" learning [Hu 15, 17, cf. 5] ¤

Learning depends on sensitivity and a nice enough climate, and much else

GUT-LEVEL learning has to be felt, next communicated well enough, and perhaps polished too. It may take time to make what is communicated through it, sensitively accurate. [Hu 10]
It helps to know how to encourage self-initiated, "gut-level" learning. It is also known that the facilitation of significant learning rests upon certain attitudinal qualities. [Hu 1, 5] ¤

The inborn potential and one's experiences could need to be mated to good, substantial ideas in order to flourish

RECOGNIZING that everything is in process of change, what are these qualities which facilitate learning? [Hu 4, 5]

Meeting a vital person marked by realness or genuineness can be a big help. The teacher whose orientation is toward releasing potential, which facilitates future learning, may be a person of this kind. Being faced with an entirely new situation is another. Tourists experience it often. [Hu 4, 6, 12] ¤
An open classroom climate could be a help, and so could some mediocre technicians willing to help. [Hu 13, 16] (7)
Mating or getting good confidence often helps too. [Hu 8]

Adjoined

Coe: Bruner, Jerome: The Culture of Education. Harvard University. Cambridge. Mass., 1996
Hu: Read, Donald and Simon, Sidney eds: Humanistic Education Sourcebook. Prentice-Hall. Englewood Cliffs, 1975.
Mmb: Buzan, Tony with Barry Buzan: The Mind Map Book. Rev ed. BBC Books. London, 1995.
Mum: Buzan, Tony: Make the Most of Your Mind. Rev. ed. Pan. London, 1988.
Pl: Gross, Ronald: Peak Learning: A Master Course in Learning How to Learn. J. Tarcher/Putnam. New York, 1991.
Proe: Bruner, Jerome: The Process of Education. Harvard University. Cambridge. 1966.
Tor: Buzan, Tony: Speed Reading. Rev. ed. David and Charles. London, 1988.
Uy: Buzan, Tony: Use Your Head. New, rev. ed. BBC Books. London, 1989.

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