Meaning of Humanist Paradigm

What is Humanist Paradigm:

The humanist paradigm is a current that emphasizes the significance, value and dignity of people to enhance their activity, freedom and autonomy.

The humanist paradigm emerges as a new school that demands a change of roles in terms of education so that the child is free to create affective learning.

In psychopedagogy, humanists promote flexible and open teaching where experience and clinical work from psychology are extrapolated to the educational field. In this sense, it is considered that the objectives of educational processes are therapeutic, therefore, education is a therapeutic activity in itself.

This paradigm takes up the conceptions of existentialism where the personality is formed through man's own choices as an elective agent.

See also Existentialism.

In turn, the humanist paradigm is also based on phenomenology by emphasizing the role that human consciousness plays in its experiential reality from an internal or external perception, all of which are subjective events.

See also Phenomenology.

The precursor authors of the humanist paradigm, especially in the field of psychology, define three fundamental aspects for the understanding of the theory: personality, the therapeutic relationship and meaningful learning.

See also Personality.

The American psychologist Abraham Maslow defines the therapeutic relationship between therapist-patient or teacher-student as a motivational link towards learning and change that arises from a tendency towards self-realization.

Maslow's therapeutic relationship is a deepening of his model of human motivation illustrated in what is known as Maslow's pyramid, the apex of which is self-actualization.

See also Maslow's Pyramid.

On the other hand, meaningful learning is defined in the psychotherapeutic theory of the psychologist Carl Rogers in 1961, where he affirms that participation is the most effective method of learning, therefore, the social context of the individual must be considered.

See also Learning.

Characteristics of the humanist paradigm

The humanist paradigm is characterized by its application in the area of ‚Äč‚Äčeducation to train a healthy, free and autonomous person.

Humanists consider that the basis of educational decisions should meet the needs of each individual. They give personal knowledge as much value as public knowledge.

In turn, they take into account the development of each individual, but respecting the development of other individuals in this process. The educational program suggested by the humanistic paradigm must contribute to creating a sense of importance and worth for all the individuals involved.

Humanists consider the teacher as another individual, therefore his attitude should not be directive but facilitating. The humanist paradigm follows the precepts of humanism that was born in the fifteenth century.

See also Humanism.

Humanist paradigm in education

The humanist paradigm in education recognizes pedagogy as a therapeutic activity in which the individual becomes a healthy person.

Humanists consider that a person is healthy when he has a superior perception of reality; maintains a growing acceptance of himself, others, and nature; has the ability to adequately deal with problems; She is autonomous, independent and spontaneous and is willing to experience the changes and implications that life presents to her.

The American psychologist Carl Rogers (1902-1987) considers significant learning to be one that takes into account the affective and cognitive factors of the individual, which through experiential or participatory learning creates a personal commitment.

In this sense, humanistic psychopedagogy suggests extolling the responsibility and commitment of the student through, for example, research work, project development, and peer tutoring. In addition, it emphasizes the need for self-assessment for real and meaningful engagement.

See also Psychopedagogy.

Teaching techniques and methods should be based on the construction of problems perceived as real, the proportion of differential resources, group experiences and teaching materials, use of contracts to print real responsibility in freedom and teamwork.

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