The Humanistic Theory of Learning

Maslow and Rogers' Contributions to the Recognition of

Varying Learning Styles and the Teaching/Learning Process.....3

How Maslow and Rogers' Humanistic Theory has been Applied

in an Educational Setting.....................................4

How Maslow and Rogers' Theories of Learning Apply to School

Counseling....................................................5

References....................................................7

Humanistic Theory of Learning: Maslow and Rogers

In this report, the theories of learning of the humanists Abraham Maslow and Carl Rogers will be described and applied to the educational settings. Maslow's (1968) theory of learning is inextricably interwoven with his model of hierarchy of needs: physiological, safety, sense of belonging, self-esteem and self-actualization. Individuals are motivated to learn in order to satisfy the needs on the hierarchy. Furthermore, only the satisfaction of these specific needs will enable children to develop physically, mentally and psychologically. In order to ensure that children are able to learn successfully, teachers must provide them with a supportive, nurturing and accepting environment that is characterized by unconditional positive regard. Furthermore, the students must be given the freedom to learn through exploration, experimentation and experiences.

Students in these environments will have fulfilled

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the potential for growth and development. Finally, these teachers must strive to develop an empathetic understanding of their students in order to respond to them sensitively, thus creating a safe and nurturing learning environment. Maslow and Rogers' Contributions to the Recognition of Varying Learning Styles and the Teaching/Learning Process Based on the above summaries of Maslow and Rogers' theories of learning, it is evident that they have contributed significantly to the humanistic model of learning. With his formulation of the hierarchy of needs, Maslow (1968, 1971) essentially illuminated the importance of acknowledging the unique needs of individual students who have different learning styles. Regardless of their differences, Maslow (1971) emphasized the need for teachers to treat their students with unconditional positive regard and provide them with the psychological freedom to exercise their creativity and realize their potential. On a more practical level, Maslow (1968) suggested that teachers should eliminate environmental obstacles that prevent students from engaging in self-initiated exploration and experimentation. Similarly, Rogers' (1983) suggestion for teachers to cultivate a trusting environment th
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