Cream Brown Bright Simple Minimalist Education Learning Psychology Presentation.pdf

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1. Rogers's Humanistic
Learning Theory
How We Learn and Apply
Group 1
LI XINMING 22106457
MAI NURUL 23074718
ZHAO YUMENG 23088873
2024 December

2. LI XINMING
22106457
Group Members
ZHAO YUMENG
23088873
MAI
23074718

3. Table of Contents
INTRODUCTION 4 HISTORICAL CONTEXT 18
KEY PRINCIPLES
42
THEORY APPLICATION 25 CHALLENGES 39
CONCLUSIONS 46

4. PART 1
INTRODUCTION

5. Learning theories are systematic
explanations of how knowledge,
skills, attitudes, and values ​​are
acquired, and their development
reflects the evolution of
educational, psychological, and
philosophical thought.
【1.Introduction to learning theory】

6. Development stages of learning theory
Philosophical speculation stage (early 19th century in
ancient times)
Behaviorism stage (late 19th to mid-20th century)
Cognitivist stage (mid-20th century)
Constructivism stage (late 20th century and early 21st
century)
Modern stage (since the 21st century)

7. Philosophical speculation stage (early 19th century
in ancient times)
Socrates
Plato
Aristotle
John Locke

8. Ivan Pavlov
Classical conditioned reflex
experiments with dogs
Behaviorism stage (late 19th to mid-20th century)
Edward Thorndike
"Law of Effect"
"Law of Practice"
B.F. Skinner
Operant conditioning

9. Wolfgang Köhler
Gestalt Psychology
Cognitivist stage (mid-20th century)
Atkinson & Shiffrin
three-stage model of memory
Jerome Bruner

10. Jean Piaget
children's cognitive
development
Constructivism stage (late 20th
century and early 21st century)
Social constructivism
Lev Vygotsky
Zone of Proximal Development
(ZPD) theory

11. George Siemens
connectionist learning
theory
Modern stage (since the 21st century)
Personalized and
adaptive learning
David Kolb
experiential learning
model

12. 【2.Introduction to humanistic learning theory】
It originated in the mid-20th century and was mainly influenced by
psychologists Carl Rogers and Abraham Maslow.
Core philosophy: Learning is an intrinsic, individualized process whose goal
is to promote the maximization of personal potential and the development
of mental health.
Focus: Learner-centered, respect individual differences, and emphasize
the role of emotion and value in the learning process.

13. Development stage
Embryonic stage: early to mid-20th century
Establishment stage: 1950s to 1960s
Expansion stage: 1970s to 1980s
Modern development stage: since the 21st century

14. Sartre
Existentialism
Embryonic stage: early to mid-20th century
Dewey
"experience education"
Heidegger
Existentialism

15. Maslow
Hierarchy of Needs
Theory
Establishment stage: 1950s to 1960s
Rogers
student-centered learning
theory

16. Carl Ransom Rogers (January 8,
1902 – February 4, 1987) was an
American psychologist who was
one of the founders of humanistic
psychology and was known
especially for his person-centered
psychotherapy. Rogers is widely
considered one of the founding
fathers of psychotherapy research
and was honored for his pioneering
research with the Award for
Distinguished Scientific
Contributions by the American
Psychological Association (APA) in
1956.
【Introduction to Rogers】

17. Theoretical basis: Inspired by humanistic psychology, Rogers'
learning theory emphasizes the subject status of learners and pays
attention to emotions, motivations and experiences in the learning
process.
Core idea: Real learning is intrinsically driven. Only when learning
matches personal interests and needs can it achieve profound and
lasting effects.
The formation of Carl Rogers’ humanistic learning theory was
deeply influenced by the social changes, philosophical trends,
psychological theory development and personal experiences of the
20th century.
【3.Introduction to Carl Rogers’ Humanistic
Learning Theory】

18. Core concepts of Carl Rogers’ humanistic
learning theory
Learner Centered Approach
Meaningful Learning
Self Actualization
Experiential Learning

19. PART 2
HISTORICAL
CONTEXT

20. Theoretical background
Social background
Philosophical background
Psychological background

21. 1. Social background
1) Social changes in the mid-20th century
(1) Social reconstruction after World War II
After World War II, a strong concern for human dignity, peace, and individual value
emerged worldwide. Education has become an important tool for social
reconstruction, and the traditional teacher-centered indoctrination teaching
method no longer meets the needs of modern society.
Society's rising focus on individual value and self-actualization provided the basis
for humanistic theory.
The postwar baby boom fueled the urgent need for education reform.
(2) The rise of democracy and freedom of thought
In the 1950s, the United States was in the midst of the Cold War, and democracy
and personal freedom became the core values ​​of Western society. Rogers'
humanistic theory emphasizes individual free choice and independent learning,
which is highly consistent with the spirit of the times.

22. 1. Social background
1) Challenges in education
(1) Limitations of traditional teaching
The education model at that time was teacher-led, focused on knowledge
transfer and test scores, and ignored students' personality development and
emotional needs.
Students lack initiative in learning and have low interest in learning.
Over-reliance on rote memorization leads to insufficient critical thinking skills in
students.
(2) The seeds of progressive education
Driven by progressive education scholars such as John Dewey, the educational
community began to attach importance to experiential learning, personalized
education, and students' active participation, which laid an important foundation
for Rogers' theory.

23. 2. Philosophical background
1)The influence of phenomenology and existential philosophy
Phenomenology
Phenomenology
Phenomenology advocates paying attention to human subjective experience and
feelings. This concept directly affects Rogers' theory.
Existentialism
Existential philosophers such as Sartre and Heidegger emphasized personal freedom
and responsibility.
2) Development of humanistic philosophy
Against behaviorism, which equates man with an animal, focuses only on human
behavior without understanding the inner nature of man. (e.g., Watson and Skinner's
theories) emphasize the control of behavior through a stimulus-response approach,
ignoring the learner's intrinsic motivation and emotions.

24. 3.Psychological background
1) Reflections on behaviorism
2) Objections to psychoanalysis
3) The rise of humanistic psychology

25. PART 3
THEORY
APPLICATION

26. THEORY
APPLICATION
For this part, please imagine that you are 18
years old students in English subject
classroom and we are your English teachers.

27. Formal Email writing
Can you think of a time where you need
to write a formal email?

28. Which one is a good email?

29. PARTS OF EMAIL

30. PARTS OF EMAIL
Receipient
Carbon Copy
Blind Carbon Copy

31. Sample Email
What do you think
is a suitable subject
line for this email?

32. Subject Line
Greeting
Introduction
Content
Closing
Sign off
HEAD
BODY
LEG
Anatomy of
Email Writing

33. INSTRUCTION
In about 100 words, write an email
according to the prompt given.
Time limit: 10 minutes
Now Hiring!
English Teacher
Qualification:
Able to work under pressure
Have good pedagogy skills
Have good communication
skills
Proficient in English
Send your application to:
[email protected]
Hiring Manager: Leahmaiyu

34. Reflection Activity
Question #1
How was today's lesson?
Was it easy or difficult.
Why?
Question #2
Do you think today's
lesson can be applied in
your real life? How?
Question #3
What do you wish you or
the teacher do differently
in the future?

35. THEORY
APPLICATION
Role-play ends.

36. Activity Summary & Rationale
Asking questions is a way to engage students’ prior knowledge while making the
lesson relevant to the students.
Introduction
Exploration
By showing sample of good and bad email, students can collaborate to build their
understandings on the matter with teacher as facilitator.
Self- Practice
By doing self-practice, we provide the students room for them to put the knowledge
they had to practice, thus making it a hands-on activity,
Reflection
Reflection can encourage students to articulate their takeaway and foster self-
awareness and ownership of learning

37. PART 4
CHALLENGES

38. Challenges
Classroom Size Standardized exam
Rogers' emphasis on personal
growth and intrinsic
motivation contrasts with
education systems focused
on grades and standardized
assessments.
Student Readiness
Students accustomed to
traditional, teacher-led
instruction may struggle with
the self-directed learning
aspect of Rogers' approach.
Large class sizes make it
difficult to provide
individualized attention and
create meaningful teacher-
student relationships.

39. Challenges
Lack of admin support Teacher readiness
Not all teachers are trained
or naturally inclined to
adopt a facilitative, non-
directive approach, which
requires high levels of
empathy, active listening,
and trust-building.
Cultural Differences
Some cultures may prioritize
authority and structured
learning over the egalitarian
and student-centered
approach Rogers advocates.
School administrators may
prioritize measurable
outcomes over the intangible
benefits of a humanistic
approach, such as emotional
well-being or creativity.

40. PART 5
KEY PRINCIPLES

41. *1 “learner-centered”
Rogers theory emphasizes learners initiative and
self-realization, which helps cultivate students
ability to think independently and solve problems.
key principles

42. *2 “ Focus on emotion and value”
The theory holds that emotion and value are crucial
in the learning process and help students to form a
positive learning attitude and values.
key principles

43. *3 “ Meaningful learning ”
Rogers advocates meaningful learning, in which
learning content is related to students interests, life
experiences and goals, which helps to stimulate
students inner motivation.
key principles

44. *4 “ Experiential learning ”
Through hands-on activities, problem-solving and
collaborative learning, students can gain real
learning experience, which helps to deepen
understanding and memory.
key principles

45. PART 6
CONCLUSIONS

47. Rogers' theory provides important guidance
for modern education. It is emphasized that
learners have a natural curiosity and a desire
to learn. Under the appropriate conditions,
everyone has the ability to release the
potential and desire to learn, discover and
enrich their knowledge and experience

48. Thank You
for Listening