Experiential Learning
Biography
Carl Rogers was born January 8, 1902 in Oak Park, Illinois, a suburb of Chicago. He learned to read before age 5. His upbringing was strict and he and his five siblings had many chores. He entered the University of Wisconsin, and as a student of Christian ministry, he was selected to go to Beijing for the “World Student Christian Federation Conference” for six months. This experience changed his thinking such that he began to doubt some of his religious beliefs. He instead entered the clinical psychology program of Columbia University, and received his Ph.D. in 1931.
For a few years he did clinical work at the Rochester Society for the Prevention of Cruelty to Children. At this clinic, he learned about Otto Rank’s theory and therapy techniques, which inspired him in developing his own approach.
In 1940 he joined the faculty of Ohio State University as a full professor. In 1942, he published his first book, Counseling and Psychotherapy. In 1945, he relocated to the University of Chicago to set up a counseling center. In 1951 he published his major work, Client-Centered Therapy, wherein he outlines his basic theory.
In 1957, he returned to teach at his alma mater, the University of Wisconsin. Unfortunately, it was a time of conflict within their psychology department, and Rogers became very disillusioned with higher education. In 1964, he was happy to accept a research position in La Jolla, California. He provided therapy, gave speeches, and wrote, until his death in 1987.
Theory
Rogers was discouraged by the emphasis on cognitivism in education. He believed this was responsible for the loss of excitement and enthusiasm for learning. Rogers' point of view emphasized the inclusion of feelings and emotions in education. He believed that education and therapy shared similar goals of personal change and self-knowing. He was interested in learning that leads to personal growth and development, as was Maslow.
His 1983 book, Freedom to Learn for the 80's presented his full theory of experiential learning. He believed that the highest levels of significant learning included personal involvement at both the affective and cognitive levels, were self-initiated, were so pervasive they could change attitudes, behavior, and in some cases, even the personality of the learner. Learnings needed to be evaluated by the learner and take on meaning as part of the total experience.
Rogers outlined attitudes which characterized a true facilitator of learning:
1. Realness - the instructor should not present a "front" or "facade" but should strive to be aware of his/her own feelings and to communicate them in the classroom context. The instructor should present genuineness, and engage in direct personal encounters with the learner.
2. Prizing the Learner - This characteristic includes acceptance and trust of each individual student. The instructor must be able to accept the fear, hesitation, apathy, and goals of the learner.
3. Empathic Understanding - The instructor can understand the student's reactions from the inside.
Rogers warned that a non-judgmental teacher is sure to arouse suspicion in older students and adults, because they have been "conned" so many times. The wise teacher is aware of this and can accept their initial distrust and apprehension as new relationships between teacher and students are built.
Learning Theory Bibliography
Rogers, 1980
Lefton, 1997
Merriam & Caffarella, 1991