Humanistic Approach of Curriculum Development

EULOGIO “AMANG” RODRIGUEZ INSTITUTE OF
SCIENCE AND TECHNOLOGY
Cavite Campus
General Mariano Alvarez, Cavite
Humanistic Approach of
Curriculum Development
Professor: Presented by:

Dr. Haidi Morales Anna Sophia G. Longaza
CAS103 JHS Teacher 1 at LPU Cavite
Define what Humanistic Approach is in curriculum development
and its characteristics.
Determine the purpose and role of teachers in this curriculum

development approach.
Identify the psychological basis of humanistic curriculum.

A humanist approach will have a
strong focus on students’ emotional
well being and eternally view children
as innately good ‘at the core’. It
believes in teaching the ‘whole’ child.
This approach is anchored on

progressive philosophy and child-
centered movement.
This approach believes that in the

curriculum development the child is
the prime consideration.
Humanistic Approach
Origin and Evolution of The philosophy of humanism
was born in the middle ages.
Humanistic Psychology
Modern humanistic
psychology emerged in the
mid-1950s as a reaction to
the schools of behaviorism
and psychoanalysis.
Humanistic psychology
developed into a vital field of
psychology during the second
half of the 20th century.
Assumptions of
Humanism
 Duchesne & McMaugh (2016, p. 263) argue that humanist
theorists “consider the broad needs of children, including
not just cognitive but also social and emotional needs.”
 Crain (2015, p. 363) points out that the focus of humanist
psychology is helping people (humans!) to achieve their
personal best. He argues that humanists “have proposed
that people, to a much greater extent than has been
realized, are free and creative beings, capable of growth and
self-actualization.”
 Veugelers (2011, p. 1) argues that humanist education
“focuses on developing rationality, autonomy,
empowerment, creativity, affections and a concern for
humanity.”
Characteristics of the
Humanistic Approach
The learner has the prime significance for

the Humanistic Curriculum and are active
participants of the learning process.
Humanists stress on individual freedom and

democratic rights to form global community
based on “common humanity of all people”.
Characteristics
Self-understanding, self-actualization, and
fostering the emotional and physical well
being as well as the intellectual skills
necessary for independent judgment is
the immediate concern of the curriculum.
To the humanists, the goals of education

are related to the ideals of personal
growth, integrity, and autonomy.
Psychological Basis of Humanistic Curriculum
Humanistic education (also called person-
centered education) is an approach to
education based on the work of humanistic
psychologists, most notably Abraham
Maslow and Carl Rogers.
Carl Rogers has been called the "Father of
Humanistic Psychology" and devoted much
of his efforts toward applying the results of
his psychological research to person-
centered teaching where empathy, caring
about students, and genuineness on the
part of the learning facilitator were found
to be the key traits of the most effective
teachers.
Carl Rogers
• Carl Rogers (1951) viewed
the child as having two basic
needs: positive regard from
other people and self-worth.
• How we think about

ourselves, our feelings of
self-worth are of
fundamental importance
both to psychological health
and to the likelihood that we
can achieve goals and
ambitions in life and
achieve self-actualization.
Abraham
Maslow
Only when the
lower needs are
met is it possible
to fully move on
to the next level.
Role of Teachers in the Humanistic
Approach
A humanist educator’s teaching strategy will
have four philosophical pillars. These pillars
will guide the teacher’s beliefs and, ultimately,
how they teach. These four pillars are:
Free Will
Emotions impact Learning
Intrinsic Motivation
Innate Goodness
The Humanistic Teacher
The humanist teacher is a facilitator, not a
disseminator, of knowledge.
Participatory and discovery methods would be

favored instead of traditional didacticism
The humanistic teacher is concerned with the

child's affective (or emotional) needs. Feeling
and thinking are very much interlinked.
Much of a humanist teacher's effort would be

put into developing a child's self-esteem.
"The good life is a process, not a state of being.
It is a direction not a destination".
(Rogers, 1967, p. 187)
References:
Bates, B. (2019). Learning Theories Simplified: …and how to apply them to teaching. London: Sage.
Crain, W. (2015). Theories of Development: Concepts and Applications: Concepts and

Applications. London: Routledge.
Duchesne, S. & McMaugh, A. (2016). Educational Psychology for Learning and Teaching. Melbourne:
Cengage Learning.
Khatib, M., Sarem, S. N., & Hamidi, H. (2013). Humanistic Education: Concerns, Implications and
Applications. Journal of Language Teaching & Research, 4(1), pp. 45 – 51.
Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Boston: Pearson Education.
Veugelers, W. (2011). Introduction: Linking autonomy and humanity. In: Veugelers, W. (Ed.). Education
and Humanism: Linking Autonomy and Humanity (pp. 1 – 7). Rotterdam: Sense Publishers.

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EULOGIO “AMANG” RODRIGUEZ INSTITUTE OF

Professor: Presented by:

Determine the purpose and role of teachers in this curriculum

Identify the psychological basis of humanistic curriculum.

This approach is anchored on

This approach believes that in the

The learner has the prime significance for

Humanists stress on individual freedom and

To the humanists, the goals of education

• How we think about

Participatory and discovery methods would be

The humanistic teacher is concerned with the

Much of a humanist teacher's effort would be

Crain, W. (2015). Theories of Development: Concepts and Applications: Concepts and

Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Boston: Pearson Education.

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