Humanistic Influences on a Constructivist Approach to Teaching and Learning.

Abstract

This paper outlines the constructivist approach to teaching and learning and reviews some of the literature to establish a linkage between constructivist theories of learning and humanistic psychology. In particular, the paper recognizes the work of Carl Rogers and suggests that his contributions to the professional literature on teaching and learning might promote the advancement of constructivism. The insights provided by the linkage between the humanistic view and the construptivist view in cognitive psychology would enhance the knowledge base for the teaching and learning process. Points for consideration by those who attempt to employ the constructivist approach are: (1) this approach may be best suited to a small group setting; (2) teachers must possess superior knowledge of the subject matter and demonstrate excellent communication skills; (3) people change their perceptions and mental conceptualizations only when they are ready; (4) this approach takes considerable time, energy, and patience; (5) teachers must believe that all learners can learn, can find their own best way to learn, and will learn the things that hold meaning for them; (6) a healthy and creative student-teacher relationship is very important; and (7) the outcomes of such education will be unique. Support for such a vision of teaching can be found in the humanistic literature. (Contains 23 references.) (JB) *********************************************************************** Repoductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Humanistic Influences on a Constructivist Approach to Teaching and Learning William E. Herman Assistant Professor Department of Psychology State University of New York College at Potsdam Potsdam, New York 13676-2294 Office: (315) 267-2610 FAX: 315-267-2170 Notes: William E. Herman is assistant professor of psychology at the State University of New York College at Potsdam. His specializations include transfer issues related to teaching and learning for understanding, achievement motivation, and test anxiety. This paper was partially supported by a grant from the NYS/UUP Affirmative Action