Humanistic Theory of Learning
1908 – 1970, Born in Brooklyn NY
Ph.D., Univ. of Wisconsin, 1934
Theory
Abraham Maslow has been considered the Father of Humanistic Psychology. Maslow's theory is based on the notion that experience is the primary phenomenon in the study of human learning and behavior. He placed emphasis on choice, creativity, values, self-realization, all distinctively human qualities, and believed that meaningfulness and subjectivity were more important than objectivity. For Maslow, development of human potential, dignity and worth are ultimate concerns.
Maslow rejected behaviorist views and Freud's theories on the basis of their reductionistic approaches. He felt Freud's view of human nature was negative, and he valued goodness, nobility and reason. Also, Freud concentrated on the mentally ill, and Maslow was interested in healthy human psychology.
Maslow and his colleagues came to refer to their movement as “third force psychology,” the first two being psychoanalysis and behaviorism. The third force is based on philosophies of existentialism and humanism.
He is famous for proposing that human motivation is based on a hierarchy of needs. The lowest level of needs are physiological and survival needs such as hunger and thirst. Further levels include belonging and love, self-esteem, and self-actualization.
From Maslow's perspective, the drive to learn is intrinsic. The purpose of learning is to bring about self-actualization, and the goals of educators should include this process. Learning contributes to psychological health. Maslow proposed other goals of learning, including discovery of one's vocation or destiny; knowledge of values; realization of life as precious, acquisition of peak experiences, sense of accomplishment, satisfaction of psychological needs, awareness of beauty and wonder in life, impulse control, developing choice, and grappling with the critical existential problems of life.
Maslow's theory of learning highlighted the differences between experiential knowledge and spectator knowledge. He regarded spectator, or scientific, knowledge to be inferior to experiential.
Properties of experiential learning include:
- immersion in the experience without awareness of the
flow of time
- momentarily not being self-conscious
- transcending time, place, history, and society by
being beyond and unaffected by them
- merging with that which is being experienced
- being innocently receptive, as a child, uncritical
- suspending temporarily evaluation of the experience
in terms of its importance or unimportance
- lack of inhibition, subsiding of selfishness, fear,
defensiveness
- experience unfolds naturally without striving or
effort
- suspending criticism, validation, and evaluation of
the experience
- trusting experience by passively letting it happen;
letting go of preconceived notions
- disengaging from logical, analytical, and rational
activities
Learning Theory Bibliography
Sahakian (1978)
Merriam & Caffarella, 1991