4. • Spontaneity
• Importance of feelings
and emotions
• The right of individual to
make their own choices
• Human Creativity
5. • Like the psychodynamic theory,
Humanistic perspective is largely
a motivational theory.
• From a humanistic perspective,
motivation is derived from each
person’s needs, subjective
feelings about self and the desire
to grow.
6. Transfer of learning is facilitated by:
• Curiosity
• Positive Self Concept
• Open situations where
people respect individuality
and promote freedom
8. Abraham Maslow
• He first introduced his concept of a
hierarchy of needs in his 1943 paper "A
Theory of Human Motivation" and his
subsequent book, Motivation and
Personality.
9.
10. • Maslow's hierarchy of needs is often
portrayed in the shape of a pyramid, with
the largest and most fundamental levels of
needs at the bottom, and the need for self
actualization at the top.
• The most fundamental and basic four
layers of the pyramid contain what
Maslow called "deficiency needs" or
"d-needs": esteem, friendship and
love, security, and physical needs.
11. Maslow's theory suggests that
the most basic level of needs
must be met before the individual
will strongly desire (or focus
motivation upon) the secondary or
higher level needs.
12. Physiological needs
• For the most part, physiological
needs are obvious — they are the
literal requirements for human
survival. If these requirements are not
met, the human body simply cannot
continue to function.
13. Safety needs
• In the absence of physical safety -- due to
war, natural disaster, or, in cases of family
violence, childhood abuse, etc. -- people
(re-experience ) post-traumatic
disorder and trans-generational trauma
transfer.
14. • In the absence of economic safety -- due to
economic crisis and lack of work
opportunities - these safety needs manifest
themselves in such things as a preference
for job security, grievance procedures for
protecting the individual from unilateral
authority, savings accounts, insurance
policies, reasonable disability
accommodations, and the like.
15. Love and belonging
• The need is especially strong in childhood
and can over-ride the need for safety as
witnessed in children who cling to abusive
parents.
16. • Deficiencies with respect to this aspect of
Maslow's hierarchy - due to
hospitalization, neglect, etc. - can impact
individual's ability to form and maintain
emotionally significant relationships in
general, such as:
• Friendship
• Intimacy
• Family
17. Esteem
• All humans have a need to be respected
and to have self-esteem and self-respect.
Esteem presents the normal human desire
to be accepted and valued by others.
18. Self-actualization
• “What a man can be, he must
be.” This forms the basis of the
perceived need for self-actualization.
This level of need pertains to what a
person's full potential is and realizing
that potential.
19. Carl Rogers
• He was an influential American
psychologist and among the
founders of the Humanistic
approach to psychology.
20. • According to him, what people want is
unconditional positive self regard(the
feeling of being loved without strings
attached)
• The role of any educator and leader
in this approach is to be a facilitator
21. • Listening rather than talking is the skill
needed.
• Learners choose what is to be learned
and Educators serves as resource
persons who will help guide learners to
make wise decisions/choices.
22. Primary goal in this approach should be...
Fostering:
• Curiosity
• Enthusiasm
• Initiative
• Responsibility
• Enduring
23. Humanistic psychology..
• contends that feelings and emotions are
the keys to learning, communication and
understanding
• “Tell me how you feel” is much more
important statement to humanists rather
than “Tell me what you think”
25. • The theory has been criticized for
promoting self-centered learners who
cannot take criticisms or compromise their
deeply felt positions
• The “touchy-feely” approach of the
humanists makes some learners and
educators feel truly uncomfortable.
26. • Facts, information, memorization, drill,
practice and the tedious work which
humanists minimize and sometimes
disdain have been found to contribute to
significant learning, knowledge building,
and skill development
