Humanistic Language Learning Materials What, Why and How

Human history becomes more and more a race between education and catastrophe. (H. G. Wells: http://www.quotationspage.com)   Now the whole question of the educator’s role in dealing with planetary crisis becomes prominent. (O’Sullivan, 2001, p. 46) Some type of holistic, or participating consciousness and a corresponding sociopolitical formation have to emerge if we are to survive as a species. (Berman, 1981, p. 23) Establishing lasting peace is the work of education; all politics can do is keep us out of war. (Montessori, cited in McCarthy [Ed.], 2001, p. 35)

Conditions that facilitate learning: Learning is facilitated in an atmosphere which encourages people to be active. Learning is facilitated in an atmosphere that facilitates the individual’s discovery of the personal meaning of ideas. Learning is facilitated in an atmosphere that emphasizes the uniquely personal and subjective nature of learning. Learning is facilitated in an atmosphere in which difference is good and desirable. Learning is facilitated in an atmosphere that consistently recognizes the right to make mistakes. Learning is facilitated in an atmosphere that tolerates ambiguity. Learning is facilitated in an atmosphere in which evaluation is a cooperative process with emphasis on self-evaluation. Learning is facilitated in an atmosphere which encourages openness of self rather than concealment of self. Learning is facilitated in an atmosphere in which people are encouraged to trust in themselves as well as in external sources. Learning is facilitated in an atmosphere in which people feel they are respected. Learning is facilitated in an atmosphere in which people feel they are accepted. Learning is facilitated in an atmosphere which permits confrontation. The most effective teacher creates conditions by which he loses the teaching function. (Rogers 1951:p 122)

Equalized learning relationships are most easily achieved in a classroom in which: Students are allowed to progress at their own pace. A large variety of learning activities can occur simultaneously. The ability of a student to become concerned and committed is an important gauge of growth. Students initiate much of the classroom activity, with teacher assistance and guidance. Time, space, and materials are manipulated to meet the needs of students and enhance their learning. Opportunities for wonder, imagination and humor are part of the classroom. The student’s unique style of learning is recognized and used, so that emphasis is placed on learning by the student, rather than on teaching by the teacher. Students learn from each other. The teacher questions students about personal roles and responsibilities in learning. Students behave in ways that least interfere with other students and the teacher. Students make learning goals and select approaches for accomplishing their goals. The teacher is an active resource person who provides materials, shares knowledge and understanding, listens carefully, gives encouragement, and effectively uses time, space, and materials to develop a facilitative learning climate. (Pine & Boy 1977:132)

Learning can be facilitated by an environment in which: instruction is carefully personalized in an attempt to meet the individual needs, interests, and abilities of students; the materials provided are perceived as meaningful and relevant to the student; there is freedom to peruse personal interests, raise questions, make decisions, explore, and discover; materials that demand interaction and constant investigation are provided to help bring about self-initiated learning; an attitude of competitiveness need not exist; the student has the freedom to make mistakes and still feel competent; opportunities are provided for the student to grow socially, emotionally, and intellectually through working as an individual, and as part of a wide variety of group and peer learning situations; respect, trust, love, and concern for one another are nurtured; the teacher’s role is facilitator of learning. (Pine & Boy 1977:156)

Humanistic education: Without a positive learning atmosphere, students may well gain little or nothing from new curricular infusions. (Mantle-Bromley 1995:383). Education becomes a meaningless endeavour unless the education acquired has some impact on the human condition. (Pine & Boy 1977: 237)

The Non-threatening Learning Environment: [there is] considerable evidence to support the general proposition that the nature of classroom environments does have an important influence on students’ achievement of cognitive and attitudinal goals … often beyond that attributable to student characteristics such as pretest performance, general ability or both. (Ely, 1986, p. 118)

Hongik-Ingan (홍익인간): The advocating of humanistic learning in EFL classrooms is especially appropriate in light of section 1 (“The direction of curriculum design”) of the Ministry of Education’s 7th Curriculum document (2001). Here, the ideal of “Hongik-Ingan” (contributing to the overall benefit of humankind) underlies objectives which aim to foster “the ability to achieve an independent life and acquire the qualifications of democratic citizens, and to be able to participate in the building of a democratic state and promoting the prosperity of all humankind” (p. 3). The well-educated person that these goals aim to promote is further defined as follows.  A person who seeks to develop his/her own individuality on the basis of well-rounded and wholesome development  A person who demonstrates creative ability on the basis of a solid grounding in basic knowledge and skills  A person who explores career paths on the basis of broad intellectual knowledge and skills in diverse academic disciplines  A person who creates new values on the basis of an understanding of the national culture  A person who contributes to the development of the community where he/she lives on the basis of democratic citizenship. (Ministry of Education and Human Resources Development, 2001, p. 4) 

Humanistic language learning materials, should be directed at the learner; empower the student as an autonomous learner; promote self-esteem; reduce affective filters; develop personal and social responsibility; include linguistic goals; include learning-for-life goals; encourage personal reflection on cognitive, affective and social achievements.

Social responsibility Personal responsibility Classification of humanistic learning materials. (Siccone & López, 2000, introduction) Others Interdependence Social responsibility Self Independence Personal responsibility Experience (Internal) Express (External)