Білім беру бағдарламасына арналған торм 5206 тілдерді оқытудағы психологиялық МӘселелер пәні бойынша лекция тезистерінің жинағы

Carl Rogers is not traditionally thought of as a "learning" psychologist, yet he and his colleagues and followers have had a significant impact on our present understanding of learning, particularly learning in an educational or pedagogical context. Rogers's humanistic psychology has more of an affective focus than a cognitive one, and so it may be said to fall into the perspective of a constructivist view of learning. Certainly, Rogers and Vygotsky (1978) share some views in common in their highlighting of the social and interactive nature of learning.

Rogers devoted most of his professional life to clinical work in an attempt to be of therapeutic help to individuals. In his classic work Client-Centered Therapy (1951), Rogers carefully analyzed human behavior in general, including the learning process, by means of the presentation of nineteen formal principles of human behavior. All nineteen principles were concerned with learning from a "phenomenological" perspective, a perspective that is in sharp contrast to that of Skinner. Rogers studied the "whole person" as a physical and cognitive, but primarily emotional, being. His formal principles focused on the development of an individual's self-concept and of his or her personal sense of reality, those internal forces that cause a person to act. Rogers felt that inherent in principles of behavior is the ability of human beings to adapt and to grow in the direction that enhances their existence. Given a nonthreatening environment, a person will form a picture of reality that is indeed congruent with reality and will grow and learn. "Fully functioning persons," according to Rogers, live at peace with all of their feelings and reactions; they are able to reach their full potential.

Rogers's position has important implications for education . The focus is away from "teaching" and toward "learning." The goal of education is the facilitation of change and learning. Learning how to learn is more important than being taught something from the "superior" vantage point of a teacher who unilaterally decides what shall be taught. Many of our present systems of education, in prescribing curricular goals and dictating what shall be learned, deny persons both freedom and dignity. What is needed, according to Rogers, is for teachers to become facilitators of learning through the establishment of interper­sonal relationships with learners. Teachers, to be facilitators, must first be real and genuine, discarding masks of superiority and omniscience. Second, teachers need to have genuine trust, acceptance, and a prizing of the other person—the student—as a worthy, valuable individual. And third, teachers need to communicate openly and empathetically with their students and vice versa. Teachers with these characteristics will not only understand themselves better but will also be effective teachers, who, having set the optimal stage and context for learning, will succeed in the goals of education.

We can see in Carl Rogers's humanism quite a departure from the sci­entific analysis of Skinnerian psychology and even from Ausubel's rational­istic theory. Rogers is not as concerned about the actual cognitive process of learning because, he feels, if the context for learning is properly created, then human beings will, in fact, learn everything they need to.

Rogers's theory is not without its flaws. The educator may be tempted to take the nondirective approach too far, to the point that valuable time is lost in the process of allowing students to "discover" facts and principles for themselves. Also, a nonthreatening environment might become so non-threatening that the facilitative tension needed for learning is absent. There is ample research documenting the positive effects of competitiveness in a classroom, as long as that competitiveness does not damage self-esteem and hinder motivation to learn.

One much talked-about educational theorist in the Rogersian tradition is the well-known Brazilian educator Paolo Freire, whose seminal work, Pedagogy of the Oppressed (1970), has inspired many a teacher to consider the importance of the empowerment of students in classrooms. Freire vig­orously objected to traditional "banking" concepts of education in which teachers think of their task as one of "filling" students "by making deposits of information which [they] consider to constitute true knowledge— deposits which are detached from reality" (1970). Instead, Freire has continued to argue, students should be allowed to negotiate learning out­comes, to cooperate with teachers and other learners in a process of dis­covery, to engage in critical thinking, and to relate everything they do in school to their reality outside the classroom. While such "liberationist" views of education must be approached with some caution (Clarke 1990), learners may nevertheless be empowered to achieve solutions to real prob­lems in the real world.

The work of Rogers (1983), Freire (1970), and other educators of a similar frame of mind has contributed significantly in recent years to a redefinition of the educational process. In adapting Rogers's ideas to lan­guage teaching and learning, we need to see to it that learners understand themselves and communicate this self to others freely and nondefensively. Teachers as facilitators must therefore provide the nurturing context for learners to construct their meanings in interaction with others. When teachers rather programmatically feed students quantities of knowledge, which they subsequently devour, they may foster a climate of defensive learning in which learners try to protect themselves from failure, from criticism, from competition with fellow students, and possibly from pun­ishment. Classroom activities and materials in language learning should therefore utilize meaningful contexts of genuine communication with stu­dents engaged together in the process of becoming "persons."