Transcript

1. HumanisticLearning Theory 2. • In this theory, Each Individual is unique and that all

individuals have a desire to grow in a positive way. 3. Cornerstones of aHumanistic approach to Learning 4. • Spontaneity• Importance of feelings and emotions• The right

of individual to make their own choices• Human Creativity 5. • Like the psychodynamic theory, Humanistic perspective is

largely a motivational theory.• From a humanistic perspective, motivation is derived from each person’s needs, subjective feelings about self and the desire to grow.

6. Transfer of learning is facilitated by:• Curiosity• Positive Self Concept• Open situations where people respect individuality and promote freedom

7. Proponents of Humanistic learning theory 8. Abraham Maslow• He first introduced his concept of a hierarchy

of needs in his 1943 paper "A Theory of Human Motivation" and his subsequent book, Motivation and Personality.

9. • Maslows hierarchy of needs is often portrayed in the shape of a pyramid, with the largest and most fundamental levels of needs at the bottom, and the need for self actualization at the top.• The most fundamental and basic four layers of the pyramid contain what Maslow called "deficiency needs" or "d-needs": esteem, friendship and love, security, and physical need.

10. Maslows theory suggests thatthe most basic level of needsmust be met before the individualwill strongly desire (or focusmotivation upon) the secondary orhigher level needs. 11. Physiological needs• For the most part, physiological needs are obvious — they are the literal requirements for human survival. If these

requirements are not met, the human body simply cannot continue to function. 12. Safety needs• In the absence of physical safety -- due to war, natural disaster, or, in cases of family violence, childhood abuse, etc. -- people (re-experience ) post-traumatic disorder and trans-generational trauma transfer. 13. • In the absence of economic safety -- due to economic crisis and lack of work opportunities - these safety needs manifest themselves in such things as a preference for job security, grievance procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, reasonable disability accommodations, and the like. 14. Love and belonging• The need is especially strong in childhood and can over-ride the need for safety as witnessed in children who cling to abusive parents. 15. • Deficiencies with respect to this aspect of Maslows hierarchy - due to hospitalization, neglect, etc. - can impact individuals ability to form and maintain emotionally significant relationships in general, such as:• Friendship• Intimacy• Family 16. Esteem• All humans have a need to be respected and to have self-esteem and self-respect. Esteem presents the normal human desire to be accepted and valued by others. 17. Self-actualization• “What a man can be, he must be.” This forms the basis of the perceived need for self-actualization. This level of need pertains to what a persons full potential is and realizing that potential. 18. Carl Rogers• He was an influential American psychologist and among the founders of the Humanistic approach to psychology. 19. • According to him, what people want is unconditional positive self regard(the feeling of being loved without strings attached)• The role of any educator and leader in this approach is to be a facilitator

20. • Listening rather than talking is the skill needed.• Learners choose what is to be learned and Educators serves as resource persons who will help guide learners to make wise decisions/choices. 21. Primary goal in this approach should be... Fostering:• Curiosity• Enthusiasm• Initiative• Responsibility• Enduring 22. Humanistic psychology..• contends that feelings and emotions are the keys to learning, communication and understanding• “Tell me how you feel” is much more important statement to humanists rather than “Tell me what you think” 23. Weaknesses of the theory 24. • The theory has been criticized for promoting self-centered learners who cannot take criticisms or compromise their deeply felt positions• The “touchy-feely” approach of the humanists makes some learners and educators feel truly uncomfortable. 25. • Facts, information, memorization, drill, practice and the tedious work which humanists minimize and sometimes disdain have been found to contribute to significant learning, knowledge building, and skill development

The Brundtland Commission, formerly also known as the World Commission on Environment and Development was formed in 1983. The rationale was to have an organization independent of the UN to formulate “a global agenda for change" that would bring together industrialized and developing nations on a common platform to chart out a course of development that would take into consideration the interrelatedness of people, resources, development and planet.

Education for Sustainable Development: Evolution and Institutional As defined by the Brundtland Commission, "Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs". The Brundtland Commission, formerly also known as the World Commission on Environment and Development was formed in 1983. The rationale was to have an organization independent of the UN to formulate “a global agenda for change" that would bring together industrialized and developing nations on a common platform to chart out a course of development that would take into consideration the interrelatedness of people, resources, development and planet.

The Commission was represented by members of 21 nations and its first chair was Gro Harlem Brundtland, a former Prime Minister of Norway. The Commission held public hearings in the capitals of 15 countries and subsequently published a report titled “Our Common Future” in 1987 that explored the ways in which political commitment and public participation can trigger a new era of economic growth that would manage environmental resources efficiently to ensure both sustainable human progress and human survival.

After the publication of its report, the Brundtland Commission called for an international conference to be convened to review the progress being made by nations with regard to Sustainable Development in their respective countries. This resulted in the United Nations Conference on Environment and Development, popularly known as the ‘Earth Summit’ which was held in Rio de Janeiro, Brazil in 1992.

At Rio, a global plan of action, titled ‘Agenda 21’ was developed focussing on climate change, loss of biodiversity, management of the earth’s forests and the responsibilities and rights of nations. In fact, it was Chapter 36 on Education, Awareness and Training of Agenda 21 that laid the foundation of Education for Sustainable Development (ESD). It stated,“Education, including formal education, public awareness and training should be recognized as a process by which human beings and societies can reach their fullest potential. Education is critical for achieving environmental and ethical awareness, values and attitudes, skills and behaviour consistent with sustainable development and for effective public participation in decision-making. Both formal and non-formal educations are indispensable to changing people's attitudes so that they have the capacity to assess and address their sustainable development concerns.” Agenda 21 urged countries to develop and implement a strategy on education for sustainable development. However, only a few countries drafted policy frameworks

for advancing this process at the national level as ESD was more or less relegated to the periphery of policy making in most countries.

In 2002, the World Summit on Sustainable Development was held in Johannesburg which recommended that the United Nations General Assembly consider adopting a Decade of ESD. As a result, the 57th Session of the UN General Assembly in December 2002, adopted Resolution 57/254 declaring 2005 to 2014 as the ‘Decade of Education for Sustainable Development (UNDESD) and designated UNESCO as the lead agency to promote it. RESET is recognised as “Decade Project” by the UN Decade of Education for Sustainable Development for the decade 2012/ 2013 again.

What is Education for Sustainable Development (ESD)?Education for Sustainable Development (ESD) is simultaneously a sub-field of education and a conceptual tool to aid policy makers in authoring educational policies that take into account the present environmental, societal and economic challenges. According to the UNESCO, it is based on all levels and types of learning - learning to know, learning to be, learning to live together, learning to do and learning to transform oneself and society.”

It further says that, “Perhaps ESD can be seen as the total sum of diverse ways to arrive at a ‘learning society’ in which people learn from

and with one another and collectively become more capable of withstanding setbacks and dealing with sustainability-induced insecurity, complexity and risks. From this vantage point, ESD is about - through education and learning - engaging people in sustainable development issues, developing their capacities to give meaning to SD and to contribute to its development and utilizing the diversity represented by all people - including those who have been or feel marginalized - in generating innovative solutions to SD challenges and crises.”

Why ESD?

School students during a beach clean-up in Mumbai

According to the 2010 State of the World Report (published by The Worldwatch Institute), the Ecological Footprint Indicator, which compares impact of human actions on the ecology with natural resources available to supply key ecosystem services, shows that humanity now uses the resources and services of 1.3 Earths (isn´t it 1,5 earths?). In other words, if humanity continues living the way it is, it would require a third more of Earth’s capacity than is available to sustain itself.

In the coming years, the number of consumers is only going to increase. This would have a direct impact on the current resource base of the

world which is already under tremendous stress and depleting at a faster rate than ever before because of the growing world population and ever expanding human aspirations. It is estimated that by 2050, the human population will be 9.07 billion of which 62 per cent of the people will live in Africa, Southern and Eastern Asia.