EDG4376 Reflection #5

In Humanistic Education, reasoning power is embraced and the entire intellect is engaged in the growth and development of the student. Humanism is based on the work of psychologists such as Abraham Maslow, Carl Rogers, and Rudolph Steiner. Maslow’s hierarchy of needs is an important concept used in Humanistic Education, which includes physiological, safety, love and belonging, esteem, and self-actualization.
There are a number of well-known Developmentalist pedagogical theorists, including Johann Heinrich Pestalozzi, Friedrich Froebel, Herbert Spencer, William James, G. Stanley Hall, and of course Rousseau, Dewey, and Piaget. Developmentalists believe that a child’s behaviors and characteristics are simply a progression of nature. Rosseau even believed that nuture, or outside environmental influences, had little to no part to play in influencing child development; “nature was God’s work untainted by human influence.” John Dewey and Piaget advocated Darwin’s idea of natural selection and evolution. Therefore, according to these Developmentalists, humans have the ability to learn through problem-solving and creative thinking, which occurred strictly because of the inevitable progression of evolution.
Social efficiency educators prepare students for work after school. They see society as having a responsibility to increase productivity in the workplace. Schools, therefore, should center on educating their students in specific skills they will use once they graduate. Educators and administrators have a duty to adapt to existing socioeconomic and social structures, creating model citizens that will succeed and excel in the workplace and society. Tracking, vocationalism, and ability testing are all major tools used in social efficiency education, with the intent of separating students into different groups to fill the various roles in society. Many people who oppose this interest group believe social efficiency educators impede social mobility and political equality.
Social Meliorists attempt to reform society and create positive change. They believe that the human mind is a powerful entity, and education can only improve intellect and brainpower. Social Meliorists do not believe that a person’s future is predetermined; in fact, they think quite the opposite. If a curriculum focused on addressing the problems of society, such as corruption, racial inequality, and poverty, society would eventually improve.