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What is Humanism

Chapter 5
Encyclopedia of Information Communication Technologies and Adult Education Integration
First advanced by educators and philosophers such as Confucius 2,500 years ago in China. Later, it was supported by giant scholars such as Abraham Maslow who emphasized self-actualization is the highest level of his hierarchy of human needs. In adult education, it places emphasis on personal growth, self-direction in the learning process, individual potentiality and self actualization by using facilitation, self-direction and teamwork. When applied to the virtual learning environments, it is all about andragogical teaching methods.
Published in Chapter:
Conventional Online Teaching vs. Andragogical Online Teaching
Viktor Wang (California State University, Long Beach, USA)
Copyright: © 2011 |Pages: 15
DOI: 10.4018/978-1-61692-906-0.ch005
Abstract
In an effort to promote the andragogical teaching model in helping adult learners learn online, the author of this chapter has sought to compare and contrast this model with conventional online teaching model. In doing so, the author argues while conventional online teaching is guided by behaviorism, in order to help adults learn in the online environment, instructors must go beyond the conventional online teaching model characterized by the use of Bloom’s Taxonomy of Educational Objectives and embrace humanism from which andragogy flows. The two models addressed in this chapter were not developed in a vacuum. Rather, they were derived from pedagogical and andragogical assumptions of learners. According to the literature in adult education, pedagogical principles were developed as early as in the 7th and 12th centuries whereas andragogical principles emerged in the early part of the 19th century in Europe. Both pedagogical principles and andragogical principles have been used to guide online adult teaching and learning since universities began to deliver courses in the virtual environments at the beginning of the 21st century.
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Chapter 14
MOOCs and the Challenges They Pose to Higher Education
A variety of ethical theory and practice that emphasizes reason, scientific inquiry, and human fulfillment in the natural world. Origin: 1805–15; human+ism.
Published in Chapter: MOOCs and the Challenges They Pose to Higher Education; From: Handbook of Research on Challenges and Opportunities in Launching a Technology-Driven International University
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Chapter 9
Understanding Adult Learners' Needs and Integrating Technology for Effective Online Education: Adult-Centered Approaches for Teaching and Learning
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Chapter 5
Creating Supportive Multimedia Learning Environments
This theory which originated in the mid 1950’s has had resurgence because of the emphasis on learner growth and potential. It emphasizes that learning and thinking are driven by a desire to be a complete and fulfilled human being capable of making decisions and positively affecting others. Humanistic views of motivation believe that learners seek gratifying experiences (Eggen & Kauchak, 1999).
Published in Chapter: Creating Supportive Multimedia Learning Environments; From: Handbook of Research on Human Performance and Instructional Technology
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Chapter 24
Pedagogy vs Andragogy Organizations
Humanism originated in China. It literally means teacher of the humanities. It is further believed that humanism would develop autonomous and responsible individuals. Humanistic instructors see themselves as facilitators, helpers, and partners in the learning process. They establish a context for learning and serve as a flexible resource for adult learners. Humanistic teachers must trust students to assume responsibility for their learning (as cited in Wang & Sarbo, 2004 AU38: The in-text citation "Wang & Sarbo, 2004" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 209-210).
Published in Chapter: Pedagogy vs Andragogy Organizations; From: Handbook of Research on Education and Technology in a Changing Society
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Chapter 11
Pedagogical Teaching or Andragogical Teaching via MOOCs?
A variety of ethical theory and practice that emphasizes reason, scientific inquiry, and human fulfillment in the natural world. Origin: 1805–15; human+ism.
Published in Chapter: Pedagogical Teaching or Andragogical Teaching via MOOCs?; From: Handbook of Research on Learning Outcomes and Opportunities in the Digital Age
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Chapter 4
Critical Humanism and Online Learning: Using Discussion Boards as a Means of Production
Philosophical tradition that encourages, accelerates, and celebrates human agency and achievement.
Published in Chapter: Critical Humanism and Online Learning: Using Discussion Boards as a Means of Production; From: Handbook of Research on Cross-Cultural Online Learning in Higher Education
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Chapter 7
Andragogy or Pedagogy as a Means to Improve the Workforce?
Humanism originates in China. It means teacher of the humanities. It is believed that humanism would develop autonomous and responsible individuals. Therefore, humanistic instructors see themselves as facilitators, helpers, and partners in the learning process. They establish a context for learning and serve as a flexible resource for adult learners. Humanistic teachers must trust students to assume responsibility for their learning (as cited in Wang & Sarbo, 2004, p. 209-210).
Published in Chapter: Andragogy or Pedagogy as a Means to Improve the Workforce?; From: Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning
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Chapter 1
LMS Course Design for Adult Learning: Heutagogy, Andragogy, Pedagogy
A variety of ethical theory and practice that emphasizes reason, scientific inquiry, and human fulfillment in the natural world. Origin: 1805–15; human+ism.
Published in Chapter: LMS Course Design for Adult Learning: Heutagogy, Andragogy, Pedagogy; From: Handbook of Research on Andragogical Leadership and Technology in a Modern World
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Chapter 7
Andragogy and Pedagogy in Learning Theories
Humanism originated in China. It literally means teacher of the humanities. It is further believed that humanism would develop autonomous and responsible individuals. Humanistic instructors see themselves as facilitators, helpers, and partners in the learning process. They establish a context for learning and serve as a flexible resource for adult learners. Humanistic teachers must trust students to assume responsibility for their learning. (as cited in Wang and Sarbo, 2004, p. 209-210 AU11: The in-text citation "Wang and Sarbo, 2004" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. )
Published in Chapter: Andragogy and Pedagogy in Learning Theories; From: Encyclopedia of Human Resources Information Systems: Challenges in e-HRM
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Chapter 357
IS Project Management Contemporary Research Challenges
A philosophical approach that focuses on human value, thought, and actions.
Published in Chapter: IS Project Management Contemporary Research Challenges; From: Encyclopedia of Information Science and Technology, Second Edition
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Chapter 3
Strategic Digital Informing and Its Challenges in the 21st Century
A worldview that places the well-being of humans and human flourishing as being centrally important. This contrasts with views that prioritize other strategic objectives, such as technological progress (as an end in itself).
Published in Chapter: Strategic Digital Informing and Its Challenges in the 21st Century; From: The Strategies of Informing Technology in the 21st Century
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Chapter 58
The Theory and Practice of Teaching in Today's Colleges and Universities
A school of psychology which affirms the human qualities of the person, such as autonomy, freedom, and subjective experience. It has been very influential in adult education with such thinkers as A. H. Maslow and Carl Rogers.
Published in Chapter: The Theory and Practice of Teaching in Today's Colleges and Universities; From: Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training
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Chapter 17
Teacher, Mentor, and Teacher Education
Philosophical tradition that encourages, accelerates, and celebrates human agency and achievement.
Published in Chapter: Teacher, Mentor, and Teacher Education; From: Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education
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Chapter 2
Learning in Organizations: Pedagogy, Andragogy, and Technology
Humanism originated in China. It literally means teacher of the humanities. It is further believed that humanism would develop autonomous and responsible individuals. Humanistic instructors see themselves as facilitators, helpers, and partners in the learning process. They establish a context for learning and serve as a flexible resource for adult learners. Humanistic teachers must trust students to assume responsibility for their learning (as cited in Wang & Sarbo, 2004, pp. 209-210).
Published in Chapter: Learning in Organizations: Pedagogy, Andragogy, and Technology; From: Handbook of Research on Andragogical Leadership and Technology in a Modern World
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