The person over standardisation: a humanistic framework for teacher learning in diverse school-based contexts

Abstract

This paper argues that the purpose of education is to help students realise their unique potentials and pursue inner directions. With this assumption, we critique the inadequacy of the current emphasis on standardisation and provide a theoretical framework for teacher education based on humanistic psychology. Three tenets of humanistic psychology, which we argue are helpful for teacher education, are discussed: (1) emphasis on relationship, (2) space for creativity, and (3) importance of meaning-making. That is, we argue that prospective teachers should be given opportunities to experience empathy and congruence, to practice creativity, and to start the journey of finding meanings of their experiences and teaching. As examples that put the tenets into practice, we discuss a field-based teacher education programme and a college programme that promotes pro-social activities with displaced children.

Keywords:

• Standardisation
• humanistic psychology
• teacher education
• creativity
• empathy

Acknowledgements

Special thanks to James D. Smrtic for creating Kidz n’ Coaches and facilitating the growth of emerging children for over 30 years. We also express our appreciation to Dr James O’Donnell for facilitating Project MOVEMOS and helping prospective teachers realize their potentials. Very special thanks to Frosty and Cupcake.

Notes

1. With this, we do not mean to reinforce the myth that everything depends upon the teacher (Briztman Britzman, 1991, 226). As Briztman argued, if we have the myth, we fail to ‘reflect upon the complexity of pedagogical encounters’ (227). Similarly, Van Manen (1986) asserted that ‘pedagogy is both a complex and a subtle affair’ (12). In other words, what happens in the classroom is affected by so many different factors, including social and political circumstances within which school is placed, and psychological and existential aspects that are constructed through the socialisation process and affect interaction among students and teachers.

2. We use the term hyper-connected to accelerate the global interconnection phenomena (once known as globalisation) and interdependency that is developing at an exponential rate in areas such as travel, cultural sharing, technology, and human movement across borders (Friedman and Mandelbaum 2011).

3. For example, research data, experimental/clinical methods, and the extension of the humanistic orientation in creating other fields, such as positive psychology, have been deemed confounded, loosely connected, and empirically hidden (Rennie 2012).

4. For humanistic education, Aloni (2013) stated that there are five essential characteristics: a holistic approach to student potentials and intelligence, interpersonal relationships based on love and care, a social setting of trust and acceptance, an environment that fosters critical thinking and values knowledge from all persons, and experiential lessons.

5. Patterson and Perlstein (2011) recommend that: Creative activities involve challenging the mind and body. Collaboration allows social interaction and relationships to develop. New skills may be required or refining one’s skills. Environmental stimulation is also important. A safe place to fail, reflect, and the find the wisdom to learn is essential for actualising creative potentials. Tensions and dynamics can help the person or group move toward growth. Not forgetting essential elements of fun, pleasure, play, and reward.

6. We do not claim this is the only possible explanation for teachers’ burn-out (see Connell 1985, 152; Wong and Fernandez 2008, 11).

7. The discussion of Project MOVEMOS is based on an author’s experience as a graduate assistant for Project MOVEMOS for about three years (from August 2009 to May 2012), in addition to O’donnell and Gallegos (2006).

8. The discussion of this Kidz n’ Coaches event is based on an author’s experience as a participating member. Pseudonyms have been assigned to prevent any identification of child or coach.

9. The original article is also found in Smrtic (2010).