Learning as a highly complex human productivity has been defined differently by various learning theories, such as behaviorism, cognitivism, constructivism, and humanism. Most learning theories focus their descriptions of learning on the questions of what learning is and how learning takes place and treat learners as the instrument of their learning: as the receiver, the processor, or the builder of knowledge. While these theories provide valid descriptions and explanations of learning, only humanistic theories attend to the most essential issues of learning: the reciprocal relationships between learning and learners and the reciprocal relationship between individual actualization and social transformation.
In the past two decades, learning with computer technology has brought seemingly unlimited potential for a learning revolution and new learning environments. Many traditional practices are facing serious challenges as whether they lead to meaningful learning. Although advancement in technology and research on learning has led to increased emphasis on the learners’ individual experiences and social reality as the foundation of learning, these learning-centered approaches still fail to provide learners with holistic learning experiences beyond merely academic and professional success: that such success as part of the process of their personal actualization and the transformation of the society. In readdressing the significance of learning as an empowering experience of the learners and as the foundation of social transformation, we argue for a pedagogy that supports the humanistic learning experience through holistic learning and learning with technology. Through curriculum and pedagogical adaptations, we believe significant changes can be made in students’ learning experiences at both individual and social levels. In this paper we revisit humanistic learning theories and share our limited but focused experiences of supporting our students’ humanistic learning experiences through learning with technology.
|Keywords:||Learning, Learning Theories, Humanistic Learning, Holistic Learning, Technology|
Assistant Professor of Early Childhood Education, Department of Early Childhood Education, Ohio University_Zanesville, USA
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