ERIC Number: ED262323
Record Type: RIE
Publication Date: 1985-Aug-22
Humanistic-Cognitive Applications to Teaching and Learning: Theoretical-Philosophical Bases.
Hamachek, Don E.
Humanistic psychology has emerged as a third force alternative to behaviorism and psychoanalysis. It offers a new orientation to psychology, one that incorporates basic existential ideas related to personal choice, freedom, and responsibility, and which also includes central phenomenological themes related to perceptions, personal meanings, and subjective experiences. Coming into its own in the mid 1950s, humanistic psychology established a theoretical-philosophical beachhead that focused on the whole person, highlighted the importance of conscious processes, and gave psychological respectability to the constructs of self and self-concept. Humanistic and cognitive emphases have combined to have an enormous influence on teaching-learning activities at all levels of education, including: (1) a recognition that affective states and cognitive functioning are interactive processes, both of which influence learning outcomes; (2) a recognition of how and why a classroom's emotional climate influences learning for better or worse; and (3) a recognition that learning is facilitated when personal meaning is enhanced. The underlying concern that early humanism had about the right of people to arrive at some level of self-realization through reason and rational thought remains alive and well through its contemporary expressions in humanistic and cognitive psychology. An 8-page list of references concludes the paper. (Author/NRB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985).