‘the whole person’prepared by:

Sermin Vardal Ocakli

Guler Duman

It is a non-technical approach.It favors the artistic, physical, and

cultural aspects of subject matter.It considers the need for self-

reflectiveness and self-actualization among learners.

It focuses on the sociopsychological dynamics of classrooms and schools.

It is rooted in progressive philosophy and the child-centered movement of the early 1900s.

It gained further impetus in the 1940s and 1950s with the growth of child psychology and humanistic psychology.

It became popular again in the 1970s as relevancy, radical school reform, open education, and alternative education became part of the reform movement in education.

Parker, Dewey, Kilpatrick, and Washburne are the representatives of Humanistic Approach.

Lessons are based on - life experiences- group games/group projects- dramatizations- field trips- learning and interest centers - homework and tutoring stations These activities include creative problem

solving and active student participation.

In this approach, the following curriculum types are also worthwhile:

- Informal curriculum- Hidden curriculum

S/he is the facilitator.S/he encourages self-reflection.S/he does not dominate the class.S/he promotes cooperative learning,

independent learning, small-group learning, and social activities instead of competitive, large-group learning.

S/he is an independent and cooperative learner.

S/he has considerable input in the curriculum and shares responsibility with parents, teachers, and curriculum specialists in planning classroom instruction.

S/he is invited into curriculum meetings to express their views on contents and experiences thanks to bottom up curriculum committees.

Humanistic Approach advances strong arguments that it is the total person- the cognitive, the affective, and even the spiritual self- who is involved in gaining knowledge and working toward wisdom. The students’ self-concept and self-esteem are essential factors in this process.

Ornstein, A. C., & Hunkins, F. P. (1998). Curriculum: Foundations, principles, and issues. Boston: Allyn and Backon.