IS THERE A ROLE FOR HUMANIST LEARNING THEORY IN INTRA-OPERATIVE SURGICAL TEACHING?

2011 ◽  
Vol 93 (9) ◽  
pp. 11-14 ◽  
Author(s):  
NL Sharma
Keyword(s):  
Learning Theory ◽  
Abraham Maslow ◽  
Carl Rogers ◽  
Surgical Teaching ◽  
The 1960S

The humanist theory of learning, which emerged in the 1960s, is based on the natural desire of everyone to learn. It empowers the learner as the teacher is viewed as a facilitator and relinquishes a large amount of authority. Carl Rogers, Malcolm Knowles and Abraham Maslow are attributed with being members of the humanist school and share certain values and viewpoints on learning. They believe that learning is student centred and personalised, and that it has the goal of developing self-actualised and autonomous people.

scholarly journals TEORI BELAJAR HUMANISTIK ABRAHAM MASLOW DAN CARL ROGERS SERTA IMPLIKASINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

2019 ◽  
Vol 8 (2) ◽  
pp. 209-230
Author(s):  
Farah Dina Insani
Keyword(s):  
Religious Education ◽  
Learning Theory ◽  
Positive Impact ◽  
Learning Experience ◽  
Learning Material ◽  
Abraham Maslow ◽  
Carl Rogers ◽  
Library Research ◽  
Self Actualization ◽  
Object Of Study

This article aims to describe the humanistic learning theory and its implications for learning Islamic Religious Education. Collecting research data using the documentation method, whether in technique, data in library research (library research). The object of study is an article that focuses on Abraham Maslow and Carl Rogers' Humanistic learning theory and its implementation in Islamic Education learning. The results of this study indicate that humanistic learning theory is a learning process that originates and ends in humans, everything rests on human values. The humanistic education system approach emphasizes the development of human dignity who makes choices and has beliefs. Learning is considered significant, if the learning material has relevance to student needs. Students who act as the main actors interpret the process of their own learning experience. The expected positive impact of this article is the appreciation of the wider community about the importance of humanizing humans in learning activities to achieve self-actualization of students.

La Psicología Individual de Adler: La Psicología Positiva original

2015 ◽  
Vol 26 (102) ◽  
pp. 81-89 ◽  
Author(s):  
Richard E. Watts
Keyword(s):  
Alfred Adler ◽  
Abraham Maslow ◽  
Carl Rogers ◽  
Psicología Positiva

Los defensores de la Psicología Positiva, cuando abordan las perspectivas fundacionales, suelen identificar a Abraham Maslow, Carl Rogers y Gordon Allport como precursores y predecesores. Este artículo demuestra que la Psicología Individual de Alfred Adler precedió a estos precursores de la Psicología Positiva y se podría considerar como la Psicología Positiva original. Tras un breve resumen de las ideas clave de la Psicología Individual de Adler, los autores presentan específicamente los dos principios fundacionales de la teoría de Adler que se repiten particularmente en la Psicología Positiva y a continuación ofrecen una perspectiva más amplia de las bases comunes notables entre las ideas teóricas tardías de Adler y el movimiento de la Psicología Positiva.

scholarly journals Teori Belajar Humanistik Dan Implikasinya Pada Maharah Istima'

2020 ◽  
Vol 9 (2) ◽  
pp. 213-228
Author(s):  
Naning Ma’rifatul Faiqoh ◽  
R. Umi Baroroh
Keyword(s):  
Content Analysis ◽  
Learning Theory ◽  
Learning Objectives ◽  
Media Culture ◽  
Analysis Method ◽  
Learning Models ◽  
Carl Rogers ◽  
Library Research ◽  
Content Analysis Method ◽  
Student Center

Recently, many educational theories grow up based on the assumptions in some problems. This article explores humanistic learning theory and its implications for learning Arabic at maharah istima ', using library research, since the data and information were collected in the form of a continuous library with discussion, then the researcher analyzed the data using content analysis method. The results shows that the application of  maharah istima '  learning Arabic includes learning objectives, learning models, using media, culture and students’ background. Carl Rogers' humanistic theory emphasizes deep humanity, does not contain selfish, individualistic elements or authoritarian, they do not have to follow our opinion, so this theory focuses on the student center, that focused on the cognitive, affective and psychomotor aspects by giving students their rights, being humanized, recognized and accepted, from which students will be optimistic in voicing contents of their mind.

With Rigor

2019 ◽  
pp. 179-208
Author(s):  
Ira Helderman
Keyword(s):  
United States ◽  
Medical Model ◽  
Clinical Work ◽  
The United States ◽  
Human Potential ◽  
Meditation Practice ◽  
Abraham Maslow ◽  
Therapeutic Goals ◽  
The 1960S ◽  
The Impact

In the adopting religion approaches to Buddhist traditions explicated in this chapter, clinicians actively and openly take up Buddhist teachings, practices, and identities. Instead of treating Buddhist traditions as resources for clinical work, therapists taking adopting religion approaches sometimes frame psychotherapies as resources to aid Buddhist communities. The chapter briefly surveys the impact this has on Buddhist communities in the United States, a number of which have been established by psychotherapists. Such approaches can appear to upend a hierarchy between the religious and not-religious as clinicians characterize therapy as merely a tool to, for example, clear psychological obstacles from meditation practice. This reversal can be traced back to humanistic and transpersonal therapists of the 1960s-1970s like Abraham Maslow who, critiquing secularity and “the medical model,” remade therapeutic goals to include the activation of “human potential.” While contemporary therapists who take adopting religion approaches could be defined as fully practicing religion (some describe their psychotherapies as new hybrid Buddhist schools), this arrangement of religious/not-religious also remains unstable: the specific Buddhist traditions they adopt can themselves be characterized as secularized forms, already bereft of features coded as more “conventionally” or “self-evidently” religious (merit-making practices, propitiation of deities, etc.).

scholarly journals IMPLIKASI TEORI HUMANISTIK DAN KECERDASAN GANDA DALAM DESAIN PEMBELAJARAN PAI

2020 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Mahrus Mahrus ◽  
Zubdatul Itqon
Keyword(s):  
Multiple Intelligences ◽  
Learning Theory ◽  
Learning Process ◽  
Scientific Journal ◽  
Research Data ◽  
Islamic Education ◽  
Abraham Maslow ◽  
Library Research ◽  
Theory Of Multiple Intelligences

This study aims to describe the implications of humanistic learning theory and multiple intelligences on learning Islamic education. This research is library research. Research data were obtained from books and scientific journal notes. The results showed that Abraham Maslow's humanistic theory aims to humanize humans as early as possible as their nature. The learning process is considered effective if students understand themselves and their surroundings. Students in a series of learning should try so that sooner or later they can actualize themselves as best as possible. Meanwhile, Howard Gardner's theory of multiple intelligences is oriented towards understanding the potential abilities of various intelligences so that their potential can be optimized according to the nature of their creation.Penelitian ini bertujuan untuk mendeskripsikan implikasi teori pembelajaran humanistik dan kecerdasan majemuk terhadap pembelajaran pendidikan Agama Islam. Penelitian ini adalah penelitian kepustakaan. Data penelitian diperoleh dari buku dan catatan jurnal ilmiah. Hasil penelitian menunjukkan bahwa Teori humanistik Abraham Maslow bertujuan untuk memanusiakan manusia sedini mungkin sebagaimana fitrahnya. Proses pembelajaran dianggap efektif jika siswa memahami dirinya dan lingkungan sekitarnya. Siswa dalam suatu rangkaian pembelajaran hendaknya berusaha agar cepat atau lambat ia dapat mengaktualisasikan dirinya sebaik mungkin. Sedangkan teori kecerdasan majemuk Howard Gadrdner berorientasi pada memahami kemampuan potensi berbagai kecerdasan agar potensinya dapat optimal sesuai dengan fitrah penciptaannya.

scholarly journals Teori Belajar Humanistik dan Implikasinya terhadap Pembelajaran Pendidikan Agama Islam

FONDATIA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 1-18
Author(s):  
Budi Agus Sumantri ◽  
Nurul Ahmad
Keyword(s):  
Learning Theory ◽  
Learning Process ◽  
Research Method ◽  
Research Data ◽  
Islamic Education ◽  
Abraham Maslow ◽  
Library Research ◽  
Self Actualization

This study aims to describe humanistic learning theory and its implications for the learning of Islamic Education. This research method uses library research or library research to be analyzed and concluded. Research data is obtained from recording books and journals. The results of this study contain an understanding of humanistic learning, humanistic learning figures listed: 1) Abraham Maslow as follows; a) Abraham Maslow's biography, b) Abraham Maslow's humanistic learning theory c) Implications of Abraham Maslow's Theory in Islamic Education. 2) Carl Rogers's humanistic learning theory and the implications of Carl Rogers's theory in learning Islamic Education. Conclusion of humanistic theories to humanize humans. the learning process is considered successful if the student discusses his environment and claims himself. Students in the learning process must try to make it more slowly and able to achieve self-actualization as well as possible.

scholarly journals Developing the Foundations for a Learning-Based Humanistic Therapy

2021 ◽  
pp. 002216782110076
Author(s):  
Susan Renger ◽  
Ann Macaskill
Keyword(s):  
Learning Theory ◽  
Therapeutic Process ◽  
Learning Processes ◽  
Learning Goals ◽  
Carl Rogers ◽  
Learning Facilitation ◽  
Therapeutic Setting ◽  
Principles Of Learning

This study addressed the possibility of integrating learning theory into humanistic counseling. We consider that such an approach may enable client self-counseling either between sessions or after therapy has finished. Carl Rogers was a keen advocate of person-centered learning facilitation in the classroom and his principles of learning provide a natural start-point for a humanistic therapy based on learning theory. A variety of other learning processes also lend themselves to a learning based therapy such as establishing client learning goals based on self-efficacy, enabling the client to understand their own learning processes and blocks to learning, encouraging the client to access their own learning resources, and then enabling long-term learning. A case study was therefore designed to test some of these processes in a therapeutic setting. A White, British, middle-aged female was recruited for the case study. During the course of six sessions, the content of which was analyzed using thematic analysis, a selection of learning processes were applied to the humanistic therapeutic process. In summary, it was established that facilitated learning processes could provide a practically acceptable basis for humanistic counseling, and these processes are offered here as the foundation to a model of “therapeutic learning.”

scholarly journals Rising to the occasion: New persons for new times

2017 ◽  
Vol 34 (4) ◽  
pp. 454-466 ◽  
Author(s):  
Maureen O’HARA
Keyword(s):  
21St Century ◽  
Social Practices ◽  
New Paradigm ◽  
Carl Rogers ◽  
Non Profit ◽  
Case Examples ◽  
Psychological Science ◽  
New Knowledge ◽  
Global Problems ◽  
The 1960S

Abstract Global problems are accelerating to the point where they are challenging civilization. The author reflects on how early mentors in Biological and Psychological science modeled a new paradigm for their inquiry that included subject-subject participation, qualitative methods, a wider range of accepted evidence and the ability to indwell in a state of “not knowing” and letting coherence emerge. Such an approach not only leads to new knowledge but also develops capacities and competencies in the researcher that are more adequate for understanding complex and seemingly intractable crises of global the 21st century. The author identifies three levels of crisis occurring simultaneously: conceptual, cultural and existential which undermine coherence at personal and societal levels. When societies destabilize doubt and uncertainty rise producing the possible responses of defensiveness, anarchy and transformation. To optimize the possibility of transformation a new kind of psychology is needed that is better adapted to current conditions. Persons of Tomorrow, a term coined by humanistic psychologist Carl Rogers during the upheavals of the 1960s, have the consciousness and capacities to address these crises in creative and transformative ways. The non-profit International Futures Forum has developed theory, pedagogy and social practices to facilitate transformative innovation. Case examples of its and others’ transformative projects are described and linked to the urgent need to develop and to practice as Persons of Tomorrow.

Has the Wheel Turned Full Circle? Fifty Years of Learning Theory, 1946–1996

1997 ◽  
Vol 50 (4) ◽  
pp. 879-898 ◽  
Author(s):  
N.J. Mackintosh
Keyword(s):  
Associative Learning ◽  
Learning Theory ◽  
Experimental Psychology ◽  
Traditional Learning ◽  
Associative Theory ◽  
Central Focus ◽  
Full Circle ◽  
Cognitive Revolution ◽  
The 1960S ◽  
Associative Analysis

Fifty years ago, learning theory, whose principles were derived from experiments on conditioning in animals, was a central focus of much of experimental psychology. But the cognitive revolution that swept through human experimental psychology in the 1960s, especially when it was taken up by many animal psychologists themselves, seemed to consign traditional learning theory to the scrap heap. Liberation from the shackles of old-fashioned behaviourism, however, should not be bought at the price of dismissing associative learning theory. Suitably modified and extended, associative theory is capable of explaining much of the behavior of animals and of pointing precisely to the ways in which that behaviour is complex. And under some circumstances, at least, the behaviour of people mirrors that of other animals and is equally amenable to an associative analysis.

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