Carl R. Rogers
Freedom to Learn
(1969)
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Note
The two essays are from a book Freedom to Learn published in 1969, that contains the basic ideas on learning of a very creative and original psychologist like Carl Rogers.
Personal Thoughts on Teaching and Learning (1952)
I wish to prent some very brief remarks, in the hope that if they bring forth any reaction from you, I may get some new light on my own ideas.
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a) My experience is that I cannot teach another person how to teach. To attempt it is for me, in the long run, futile.
b) It ems to me that anything that can be taught to another is relatively inconquential and has little or no significant influence on behavior.
c) I realize increasingly that I am only interested in learnings which significantly influence behavior.
d) I have come to feel that the only learning which significantly influence behavior is lf-discovered, lf-appropriated learning.
e) Such lf-discovered learning, truth that has been personally appropriated and assimilated in experience, cannot be directly communicated to another.
f) As a conquence of the above, I realize that I have lost interest in being a teacher.
g) When I try to teach, as I do sometimes, I am appalled by the results, which ems a little more than inconquential, becau sometimes the teaching appears to succeed.
When this happens I find that the results are damaging. It ems to cau the individual to distrust his own experience, and to stifle significant learning. Hence, I have come to feel that the outcomes of teaching are either unimportant or hurtful.
h) When I look back at the results of my past teaching, the real results em the same - either damage was done - or nothing significant occurred. This is frankly troubling.成都彩妆培训
i) As a conquence, I realize that I am only interested in being a learner, preferably learning things that matter, that have some significant influence on my own behavior.
j) I find it very rewarding to learn, in groups, in relationships with one person as in therapy, or by mylf.
k) I find that one of the best, but most difficult, ways for me to learn is to drop my own defensiveness, at least temporarily, and to try to understand the way in which his experience ems and feels to the other person.
l) I find that another way of learning for me is to state my own uncertainties, to try to clarify my puzzlements, and thus get clor to the meaning that my experience actually ems to have.
m) This whole train of experiencing, and the meanings that I have thus far discovered in it, em to have launched me on a process which is both fascinating and at times a little frightening. It ems to mean letting my experiences carry me on, in a direction which appears to be forward, toward goals that I can but dimly define, as I try to understand at least the current meaning of that experience. The nsation is that of floating with a complex stream of experience, with the fascinating possibility of trying to comprehend its ever-changing complexity.
I am almost afraid I may em to have gotten away from any discussion of learning, as well as teaching. Let me again introduce a practical note by saying that by themlves the interpretations of my experience may sound queer and aberrant, but not particularly shocking. It is when I realize the implications that I shudder a bit at the distance I have come from the commonn world that everyone knows is right. I can best illustrate this by saying that if the experiences of others had been the same as mine, and if 1 had discovered similar meanings in it, many conquences would be implied:
a.) Such experience would imply that we would do away with teaching. People would get together if they wished to learn.
b.) We would do away with examinations. They measure the inconquential type of learning.
c.) We would do away with grades and credits for the same reason.
d.) We would do away with degrees as a measure of competence partly for the same reason. Another reason is that a degree marks an end or a conclusion of something, and a learner is only interested in the continuing process of learning.
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e.) We would do away with the exposition of conclusions, for we would realize that no one learns significantly from conclusions.
I think I had better to stop here. I do not want to become too fantastic. I want to know primarily whether anything in my inward thinking, as I have tried to describe it, speaks to anything in your experience of the classroom as you have lived it, and if so, what the meanings are that exist for you in your experience.
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Regarding Learning and Its Facilitation (1969)
How does a person learn? How can important learnings be facilitated? What basic theoretical assumptions are involved?
Here are a number of the principles which can, I believe, be abstracted from current experience and rearch related to this newer approach:
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1) Human beings have a natural potentiality for learning.
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busy什么意思2) Significant learning takes place when the subject matter is perceived by the student as having relevance for his own purpos.
3) Learning which involves a change in lf organization - in the perception of onelf - is threatening and tends to be resisted.
4) Tho learning which are threatening to the lf are more easily perceived and assimilated when external threats are at a minimum.
5) When threats to the lf is low, experience can be perceived in differentiated fashion and learning can proceed.
6) Much significant learning is acquired through doing.
7) Learning is facilitated when the student participates responsibly in the learning process.
8) Self-initiated learning which involves the whole person of the learner - feelings as well as intellect - is the most lasting and pervasive.
9) Independence, creativity, and lf-reliance are all facilitated when lf-criticism and lf-evaluation are basic and evaluation by others is of condary importance.
10) The most socially uful learning in the modern world is the learning of the process of learning, a continuing openness to experience and incorporation into onelf of the process of change.
Facilitation
1) The facilitator has much to do with tting the initial mood or climate of the group or class experience.
2) The facilitator helps to elicit and clarify the purpos of the individuals in the class as well as the more general purpos of the group.fcm
3) He relies upon the desire of each student to implement tho purpos which have meaning for him, as the motivational force behind significant learning.
4) He endeavours to organize and make easily available the widest possible range of resources for learning.
5) He regards himlf as a flexible resource to be utilized by the group.
6) In responding to expressions in the classroom group, he accepts both the intellectual content and
the emotionalized attitudes, endeavouring to give each aspect the approximate degree of emphasis which it has for the individual or the group.
7) As the acceptant classroom climate becomes established, the facilitator is able increasingly to become a participant learner, a member of the group, expressing his views as tho of one individual only.
8) He takes the initiative in sharing himlf with the group - his feelings as well as his thoughts - in ways which do not demand nor impo but reprent simply a personal sharing which students may take or leave.
9) Throughout the classroom experience, he remains alert to the expression indicative of deep or strong feelings.
10) In his functioning as a facilitator of learning, the leader endeavours to recognize and accept his own limitations.
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