TEFL & ICT MA
Educational Psychology
Humanistic Approach
Prepared by:
Yassine AIT HAMMOU
Sophia AKDIM
Brahim El OMARI
Mohamed AIT MADANI YOUSSEF
Mostafa ABOULAHASSAN
Supervised by:
Dr. Youssef TAMER
Outline
I. OVERVIEW OF PREVIOUS THEORIES AND APPROACHES.
II . HISTORY OF HUMANISM.
III. ABRAHAM MASLOW.
VI. CARL ROGERS.
V . IMPLICATION OF HUMANISTIC APPROACH IN
EDUCATION.
IV. HUMANISM IN ELT
I.
OVERVIEW
OF PREVIOUS THEORIES
AND APPROACHES

The central idea behind behaviorism is that only
observable behaviors are worthy of research since
other abstraction such as a person’s mood or
thoughts are too subjective.

Bandura’s Social Learning Theory posits that people
learn from one another, via observation, imitation,
and modeling. The theory has often been called a
bridge between behaviorist and cognitive learning
theories because it encompasses attention, memory,
and motivation.
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It is the cognitive theory of learning that describes
the processing, storage, and retrieval of knowledge
in the mind.
It seeks to explain human learning as the
development of networked memory stuctures. The
human brain is seen as a neural computer of sorts
as opposed to the "black box" of Behaviourism.

Piaget's theory of cognitive development proposes that
humans cannot be "given" information which they
immediately understand and use. Instead, humans must
"construct" their own knowledge. They build their
knowledge through experience. Experiences enable
them to create mental models in their heads. These
schemas are changed, enlarged, and made more
sophisticated through two complimentary
assimilation and
accommodation
processes:
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Social Development Theory argues that social
interaction precedes development; consciousness
and cognition are the end product of socialization
and social behavior.
the zone of proximal development is the range of
abilities that a person can perform with assistance,
but cannot yet perform independently.
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Psychoanalysis is both an approach to therapy
and a theory of personality
Emphasizes unconscious motivation;
the main cause of behavior lies in unconscious
mind.
Freud believed that all thoughts, emotions and
actions are determined. In other words nothing is
an accident, if we probe deeply we will find the
causes of every thought or action.
And here comes
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In 1950, Humanistic psychology gave rise
after the first and second forces of psychology,
Behaviorism and psychoanalysis.
Humanistic psychology, the third force, was
popularised during the 1950s and 1960s
following WWII and the cold war.
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During this time period, psychologists were
seeking a more optimistic and nurturing
approach in response to the stresses that came
with war.
Humanism was largely influenced by early
Greek and Hebrew phillosophers, as well as
Europeans of the Renaissance era, who
believed that human beings were unique.
Humanism claims that people have the ability
to shape their own destiny, and this is not
driven by bioligical, instinctive influences.
 It emphasises the wholeness or completness of
personality, rather than focussing on its
structural parts.
 What matters is how people view themselves.
 the founders: Abraham Maslow & Carl
Rodgers

III. ABRAHAM MASLOW
Biography
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Abraham Harold Maslow was born April 1908 in Brooklyn, New
York.
he first studied law at the City College of New York (CCNY).
moved to Wisconsin so that he could attend the University of
Wisconsin. Here, he became interested in psychology.
He received his BA in 1930, his MA in 1931, and his PhD in 1934,
all in psychology, all from the University of Wisconsin.
Considered to be the founder of humanistic psychology.
Abraham Maslow developed the Hierarchy of Needs theory that
remains valid today for understanding human motivation,
management training, and personal development.
He spend his final years in California, until, 1970, he died of a
heart attack after years of ill health.
Maslow’s theory
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One of the many interesting things Maslow
noticed while he worked with monkeys early in
his career, was that some needs take
precedence over others.
Maslow’s Hierarchy Of Needs
Physiological needs
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These include the most basic needs that are vital to
survival, such as the need for water, air, food, and
sleep. Maslow believed that these needs are the
most basic needs in the hierarchy because all needs
become secondary until these physiological needs
are met.
Maslow believed, and research supports him, that
these are in fact individual needs.
Safety needs
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Much like physiological needs require maintenance
throughout life, so does the need to feel secure. This
need is more psychological.
these include needs for safety and security.
Security needs are important for survival, but they
are not as demanding as the physiological needs.
Examples of security needs include a desire for
steady employment, health insurance, safe
neighborhoods, and shelter from the environment.
The love and belonging needs
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When physiological needs and safety needs are, by
and large, taken care of, a third layer starts to
show up. You begin to feel the need for
friends,husband/wife, children, affectionate
relationships in general, even a sense of community.
The esteem needs
After the first three needs have been satisfied,
esteem needs becomes increasingly important.
These include the need for things that reflect on
self-esteem, personal worth, social recognition,
and accomplishment.
 Maslow noted two versions of esteem needs, a
lower one and a higher one
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S E L F - A C T U A L I ZA T I O N
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This is the highest level of Maslow’s hierarchy of
needs. people are self-aware, concerned with
personal growth, less concerned with the opinions of
others, and interested in fulfilling their potential.
"What a man can be, he must be. This need we may
call self-actualization…It refers to the desire for
self-fulfillment, namely, to the tendency for him to
become actualized in what he is potentially.
Characteristics of Self-Actualized
People
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Acceptance and Realism.
Problem-centering.
Spontaneity.
Continued Freshness of Appreciation.
Peak Experiences
Some criticism


Maslow’s hierarchy is only a theory and might not
apply to everybody. The circumstances of an
individual will determine their needs. Maslow’s
hierarchy of needs is merely a basic guideline.
Some people are able to achieve self-actualization
without having some of what Maslow defines as
"needs" fulfilled first.

Others might speculate that some of the things he
defined as needs aren't needs at all. No one can
deny that food, air, shelter and such are needs, but
may argue that esteem, love, artistic expression are
not needs but desires. Some may even argue that
self-actualization is not imperative to being a
happy or successful person.
Suggestions for Application of
Maslow's Theory to Education
Physiological
 lunch time
 correct room temperatures
 restroom breaks
 drink breaks
Love & Belonging
 teacher personality: empathetic, considerate & interested in the
individual, patient, fair, positive attitude, good listener.
 use one-on-one instruction.
 provide positive comments & feedback rather than negative.
 get to know students (likes, dislikes, concerns).
 be available for students in need.
 listen to students.
 be supportive..
 show that you value students thoughts, opinions & judgments.
 show trust of students by providing situation where it is necessary
(ex.classroom leader).
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class meetings
class discussions
provide situations requiring mutual trust
Showing , sharing
Esteem
Self-esteem
 develop new knowledge based on background
knowledge so as to help ensure success .
 pace instruction to fit individual need.
 focus on strengths & assets.
 take individual needs & abilities into account when
planning lessons and carrying them out.
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develop a classroom environment where students are positive
&nonjudgmental.
award programs for jobs well done..
recognition programs for special effort (ex. helpful citizens of the
week).
develop & carry out a curriculum to encourage children to be
empathetic& good listeners.
employ cooperative learning in such a way as to develop trust
between group members.
involve students in activities of importance & worthiness (ex.
Cleaning up the environment, carrying out a food drive for the
needy).
Knowledge & Understanding
 allow students time to explore areas of curiosity.
 provide lessons that are intellectually challenging.
 plan lessons that connect areas of learning & have
students compare andcontrast to search for
relationships.
 use a discovery approach to learning whenever
possible.
Aesthetic
 organize classroom materials in a neat & appealing way.
 display student art work in an appealing manner.
 put up interesting & colorful wall hangings.
 replace overly worn classroom materials periodically.
 create varied appealing & interesting learning centers.
 rooms painted in pleasing colors.
 large window areas.
 well maintained physical surroundings (ex. keeping walls painted,
desksclean & repaired etc.).
 clean rooms.
 fresh smelling rooms.
Self-actualization
 expect students to do their best.
 give students freedom to explore & discover on
their own.
 make learning meaningful--connect to "real" life.
 plan lessons involving activities.
 get students involved in self-expressive projects.
 allow students to be involved in creative activities &
projects.
Exercise

The purpose of this exercise is to help you
understand how Maslow’s ideas apply to life’s
experience.
1/ for each of the situations in the next statements,
state which motive is taking precedence and which
is being sacrificed.
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1/ A woman who had been betrayed 2 years ago,
is still having problems in forming new
friendships,especially with men.
Need taking precedence:
Safety and security.
Need being sacrified:
Love and Belonging.
2/ A woman recently diagnosed with Diabetes, is
making several changes in her usual diet and is
short tempered and irritate with her family.
Need taking precedence:
safety(she’s digging a whole and hiding in it).

Need being sacrificed:
Love and belonging ( she’s afraid to care again or
get involved in life)
3/ A very wealthy talented writer gives up writing
because he hasn’t been able to get his last four
novels published.
Need taking precedence
:Esteem(He’s embarassed about being rejected)
Need being sacrificed:
Self-actualization(He’s giving up his chance to be the
most he can be)living up to his potential.
4/ an Uneducated very unhappy mother and wife stays
married to her abusive husband because she was an
orphan.
Need taking precedence:
Love and belonging(She loves her children and doesn’t
want to split her family nor take them from their home)

Need being sacrificed:
Physiological (she will no doubt continue to be abused)
VI. CARL ROGERS
ROGERS
Carl Ransom Rogers (January 8, 1902
– February 4, 1987) was an influential
American psychologist.
•
He is among the founders of the
humanistic approach (or client-centered
approach) to psychology.
•
INTRODUCTION
•
Rogers agreed with most of what Maslow believed, but he
added that for a health personality to grow it needs an
environment consist of:
Genuineness
acceptance
empathy
Concepts and theory
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Self Actualization
Carl Rogers believed that humans have one basic motive,
that is the tendency to self-actualize (to fulfill one's potential
and achieve the highest level of “human-beingness” we can).
Carl Rogers believed that for a person to achieve selfactualization they must be in a state of congruence.
This means that self-actualization occurs when a person’s
“ideal self” (i.e. who they would like to be) is congruent with
their actual behavior (self-image).
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The Fully Functioning Person
For Rogers, people who are able be self-actualise, and
that is not all of us, are called fully functioning persons.
the person is in touch with the here and now, his or her
subjective experiences and feelings, continually growing
and changing.

In many ways Rogers regarded the fully functioning person
as an ideal and one that people do not ultimately achieve.
The Fully Functioning Person (continue)
Open to
experience
Fulfilled
life
five
characteristics
of the fully
functioning
person:
Creativity
Existential
living
Trust
feelings
The Fully Functioning Person (continue)

Critics claim that the fully functioning person is a product
of Western culture. In other cultures, such as Eastern
cultures, the achievement of the group is valued more
highly than the achievement of any one person.
Rogers' personality theory
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self-concept
It is the notion of self or self-concept. This is defined as
"the organized, consistent set of perceptions and beliefs
about oneself".
Two primary sources that influence our self-concept are
childhood experiences and evaluation by others.
The self-concept includes
three components
Self worth:
(or self-esteem) what
we think about
ourselves.
Self image: How
we see ourselves. It
includes the influence
of our body image on
inner personality.
Ideal self: the
person who we would
like to be. It includes
our goals and
ambitions.
Self Worth and Positive Regard
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Carl Rogers viewed the child as having two basic needs:
positive regard from other people and self-worth.
Rogers believed feelings of self-worth developed in early
childhood and were formed from the interaction of the
child with the mother and father. As a child grows older,
interactions with significant others (teachers) will affect
feelings of self-worth.
Self Worth and Positive Regard
Self Worth and Positive Regard (continue)
A person with low selfworth
A person with high selfworth
He avoids challenges in
life, doesn’t accept that
life can be painful and
unhappy at times, and will
be
defensive
and
guarded
with
other
people.
he has confidence and
positive feelings about him
or her self, faces
challenges in life, accepts
failure and unhappiness at
times, and is open with
people.

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Rogers believed that we need to be regarded positively
by others; we need to feel valued, respected, treated with
affection and loved.
He made a distinction between unconditional positive
regard and conditional positive regard.
unconditional
positive
regard
• Is where parents, significant others accept and
love the person for what he or she is.
• The consequences of unconditional positive
regard are that the person feels free to try
things out and make mistakes.
conditional
positive
regard
• is where positive regard, praise and
approval, depend upon the child.
• the child is not loved for the person he or she
is, but on condition that he or she behaves
only in ways approved by the parent(s).
Congruence
V. IMPLICATIONS OF HUMANISTIC
APPROACH IN EDUCATION.
WHAT YOU SHOULD KNOW?

An approach that believes that learning is
viewed as a personal act to fulfill one’s
potential.
HOW IT IS USED
Teachers may implicate the “I think therefore I Am”
theory in their classrooms
For example: thinking one will do well , increases the
chance that one may actually do well
Teachers can encourage students to think this way,
KEY COMPONENTS
• The humanistic theory could be described as the
development of self-actualized people.
• Learning is student centered and personalized, and
the educator’s role is that of a facilitator.
IN THE CLASSROOM
It is the means to progress towards the pinnacle of
self- development, which Maslow terms “SelfActualization”
• A child learns because they are inwardly driven,
and derives their reward from the inside

Abraham Maslow & Carl Rogers were key
players in the evolution of the Humanistic
approach
ABRAHAM MASLOW: LET CHILDREN
GROW
Parents and teachers are urged to trust
children and let or help them grow.
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In other words trust children to make their own
choices.
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Maslow also stressed that classroom tasks should be
challenging and encourage curiosity in order to help
learners realise their full potential.
He assumed that the importance of establishing a
secure environment where learners feel that they
belong and where they can build up self respect.
CARL ROGERS: LEARNER CENTERED
EDUCATION:
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Suggests that it is important to provide optimum
conditions for individualised and group learning of
an authentic nature to take place.
allows Ss to utilize their own learning styles and
whatever helps them learn.
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Teachers facilitate learning and relinquishes a great
deal of authority.
The learners need to be empowered and to have
control over the learning process.
peer teaching and self learning
IV. Humanism In ELT
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Humanistic approaches have had a considerbale
influence on English language teaching (ELT)
methodology.
The four methods which are generally considered to
reflect the philospohy of the humanistic approach
which were introduced as early as 1970s are :
-The Silent Way
-Suggestopedia
-Community Language Learning
-Total Physical Response
The Silent Way
by Caleb Gattengo (1972)
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Teacher is a Facilitator
Teacher speaks very little
Teacher creates an emotionally secure environment
Teacher alleviates anxiety and fear of learning.
Students are involved in learning
Students are given full freedom.
Suggestopedia
by George Lazanov (1979)
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Language can be learned three to five times faster
than the traditional teaching methods if learners
minds are clear of other things and free of anxiety.
It is based on relaxation at a deep level…
Much of the learning relies on Music, Games,
Puzzles…to help learning.
Classes include fine arts (especially music) as an
integral part of of the lesson.
Community Language Learning
by Charles Curran (1972)
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Learning takes place in an anxiety-free atmosphere
The learners form a community and help each other
to to learn the target language.
The learners often sit in a circle as a community…
The teacher takes a facilitator role and aids the
learners to learn the language.
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Counseling learning (Teacher as a counselor and
student as a client)
Student is considered as a « whole » person (their
feelings, intellect, protective reactions, interpersonal
relationships and desire to learn are considered
with empathy and balance.)
Total Physical Response
By James Asher
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Much of the way a child learns the mother tongue
could be duplicated in a foreign language situation.
The brain has the biological capacity to acquire any
natural language including the sign language of the
deaf just as an infant who aquires first language by
physically responding to their parents’ speeches.
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The teacher taking the role of the parent helps the
learners to get motivated easily and their selfconfidence is boosted.
This method consists of commands/imperatives which
are followed by learners.
HOWEVER, this method proved to be an excellent
humanistic method of language teaching and
learning only at the beginner level and miserably
proves to be a failure at the advanced level.

No matter what methodology the teacher is
following to suit the needs of their students, the
value of humanism in language learning is seen as
informing and enhancing the teacher’s practices
in a variety of ways.
Great teachers whatever methodology they follow,
provide us with a human connection that is more
vital to education and which makes the learners
self-actualize their learning process.
Humanism has a number of
messages for the language teacher:
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Create a sense of belonging
Make the subject relevant to the learner
Involve the whole person
Encourage a knowledge of self
Develop personal identity
Encourage self-esteem
Involve the feelings and emotions
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Minimise criticism
Encourage creativity
Develop a knowledge of the process of learning
Encourage self-initiation
Allow for choice
Encourage self-evaluation
Thank you 