Bachelor of Science in Nursing and Midwifery
Royal Thimphu College
Khesar Gyalpo University of Medical Sciences of Bhutan
Student Name: Tshering Yangki (113180)
Leki Lhazin (107295)
Drimi Lhamo Tshering (113150)
Email: Phone: 113180tsh@[Link] (17860852)
107295lek@[Link] (1796709)
113150dri@[Link] (17562946)
Study Program: BSc. in Nursing & Midwifery Module Name: Nursing Education
Module Code Number: NUR408 Module Tutor: Mrs. Karma Choden
Essay Topic: Humanism
Due Date: 20/10/2024
I declare that this work is my own and that all sources have been acknowledged and the proposal
contains no plagiarism. I have also read and agree to abide by the guidelines described on the
reverse of this page.
Student Signature: TY, LL & DLT Submission Date: 20/10/2024
COMMENTS/ FEEDBACKS
Tutor’s Signature: Grading:
1
ASSIGNMENT GUIDELINES
The Royal Thimphu College affiliated to Khesar Gyalpo University of Medical Sciences of
Bhutan is responsible for accreditation and certification of its graduates. Therefore, it is essential
that the student demonstrate a high sense of moral and ethical academic conduct while attending
to any academic task given to him/her. It is violation of academic integrity if a student is found
indulging in plagiarism.
The Khesar Gyalpo University of Medical Sciences of Bhutan views any form of academic
dishonesty including act of unfair means in examinations and plagiarism as a serious offence and
shall be dealt with it as per the guidelines. Thus, any such work which is deemed as plagiarized
by the concerned tutor will result in the concerned student’s research proposal being disqualified
according to the Academic Regulations of the Khesar Gyalpo University of Medical Sciences of
Bhutan (2021, article 4.19.1, p.21).
The student must achieve success through his/ her own efforts and present an original work.
2
Topic: Humanistic Learning Theory
Title: Reimagining Education: The Benefits and Challenges of Humanistic
Learning Theory
What if the key to fostering creativity and passion in students lies in letting their individuality
shine rather than conforming to rigid educational standards? This idea gained traction in the early
20th century, where the dominant educational theories were behaviorism and psychoanalysis.
Behavioral learning theory posits that individuals’ actions are conditioned by rewards and
punishments while psychoanalytic theory states that unconscious motivations and internal drives
influence behavior (Suny Cortland, 2020). While behaviorism and psychoanalysis helped to
understand human behavior, they failed to provide a holistic perspective of the individual,
prompting the emergence of humanism in the mid-1950s. The humanistic learning theory was
developed by prominent figures such as Abraham Maslow, Carl Rogers, and James F. T.
Bugental, based on the concept of humanism. The fundamental aspect of this theory is that
children are inherently good and that educational practices should focus on comprehensive
approaches that address the "whole" child. It asserts that students are the most proficient
evaluators of their own learning experiences and that addressing their varied needs is crucial for
facilitating effective learning (Western Governors University, 2020). The principles of
humanistic theory promotes student autonomy through self-direction, emphasizes self-evaluation
over traditional grading, focus on cultivating student engagement to inspire self-motivation, and
necessitates a safe learning environment to support holistic emotional and intellectual growth.
Humanistic theory promotes student autonomy by motivating learners to assume responsibility
for their own educational experiences, as evidenced by Rogers (1969), who argues that
developing a supportive environment enables students to make choices that align with their
interests and motivations, thereby enhancing their engagement and self-direction in learning.
However, some researchers argue that this theory focuses too much on learner autonomy and
freedom, as a result, it does not adhere to a fixed curriculum, in contrast to conventional
educational methods. For instance, Ferlazzo (2015) emphasizes that due to its focus on learner-
centered approaches, humanistic learning theory may not be beneficial for all learners who
require structure and routine to achieve effective learning outcomes, as some individuals benefit
3
from guidance to facilitate their progress. Therefore, while humanistic theory focuses on
independence and self-directed learning, a balanced approach that integrates both autonomy and
structured guidance may be necessary to accommodate the diverse needs of all learners.
Humanistic learning theory emphasizes self-evaluation over traditional grading which fosters a
more reflective and intrinsically motivated learning experience. It also promotes students'
engagement in their educational experiences and the development of essential self-assessment
skills. (Drew, 2024). Carl Rogers' educational approach, featured in "Client-Centered Therapy"
and "Freedom to Learn," emphasizes student-centered learning, which empowers students to
manage their own education, progress at their own speed, and creatively solve problems. It
promotes self-directed learning and critical thinking, equipping students to handle real-world
challenges independently. By fostering self-evaluation and autonomy, humanistic learning
cultivates confident and adaptable learners capable of tackling complex issues (Main, 2022). In
contrast to traditional grading systems that frequently emphasize rote memorization and external
rewards, self-evaluation enables learners to critically assess their strengths and areas needing
improvement. Critics argue that humanism may lack structure and academic rigor, especially for
students who need more guidance or external motivation. Moreover, excessive choice can be
overwhelming, as individuals may not always make the most beneficial decisions for their
learning needs. The humanistic approach results in varied knowledge outcomes, as each learner
follows their unique intrinsic desires, making it difficult to achieve uniform educational
standards (Cloke, 2024).
Humanistic learning theory emphasizes the importance of fostering student engagement to
inspire self-motivation. Rather than relying on external rewards like grades or praise, students
are motivated by their internal desire to learn and grow. This intrinsic motivation encourages
students to engage in learning out of curiosity and personal interest, leading to a more
meaningful and sustained educational experience (Cherry, 2023). Consequently, students are
more likely to become lifelong learners, continually seeking knowledge and adapting to new
challenges beyond formal education. However, recent studies highlight the limitations of this
approach, particularly in diverse educational settings. Research by Wang and Degol (2016)
emphasizes that not all students respond positively to autonomy-focused learning environments.
They found that students from different cultural backgrounds may prefer structured
4
environments that provide clear expectations and guidance. Additionally, a study by Reeve
(2016) notes that while student engagement is essential for motivation, an overemphasis on it can
lead to feelings of anxiety and overwhelm, especially among students who may struggle with
self-regulation. This is echoed in the work of Pugh et al. (2021), who argue that while
engagement is important, it must be carefully balanced with explicit instruction and support to
prevent disengagement and foster positive learning outcomes. Their findings suggest that
students often require scaffolding and guidance to navigate complex concepts and remain
motivated, particularly in challenging subjects. Therefore, while humanistic approaches aim to
cultivate intrinsic motivation through engagement, they must also incorporate structured
elements to effectively support all learners.
Furthermore, humanism emphasizes the importance of supporting the whole individual, making
the creation of a safe learning environment essential for fostering comprehensive emotional and
intellectual development in education. Carl Rogers believed that students thrive in settings where
they feel accepted and valued without judgment, which encourages them to express themselves
freely and learn from their mistakes (Teach HQ, 2023). The theory underscores the significance
of a secure learning setting that promotes students' emotional and intellectual growth, allowing
them to thrive when they feel secure and valued (Cloke, 2024). A study conducted by Qalmi
(2023) revealed that learners are more inclinced to engage actively and articulate their thoughts
freely in the school when they feel secure, thereby enhancing their overall learning experience.
Nonetheless, some believe that an overemphasis on emotional safety could result in a setting
where kids are sheltered from the kinds of challenges and feedback that are vital for their
intellectual development and resilience (Khatib et al., 2013). While the emphasis on safety is
important, it can hinder intellectual risk-taking and critical thinking, leading to a culture of fear
surrounding failure where students hesitate to engage in challenging tasks or express dissenting
opinions (Child Care Courses, 2023). Hence, even though emotional health is vital, a balanced
educational framework that also emphasizes accountability and rigorous learning is necessary.
In conclusion, while some critics argue that humanistic principles in education may undermine
accountability by favoring self-direction and self-evaluation over traditional grading systems,
this view overlooks the essential benefits of fostering student autonomy. By adopting autonomy,
self-evaluation, and emotional safety, humanism encourages students to become confident,
5
reflective, and independent thinkers. It acknowledges the diverse needs of students, offering a
flexible educational framework that nurtures both personal and intellectual growth. By
empowering learners to take charge of their educational journeys, humanism cultivates intrinsic
motivation and a deeper understanding of their own strengths and weaknesses. Furthermore,
prioritizing a safe learning environment does not negate the importance of academic rigor; rather,
it improves this engagement by allowing students to interact more. Thus, the principles of
humanistic theory not only support holistic emotional and intellectual growth but also cultivates
a more meaningful and effective educational experience that equips students to meet future
challenges. While challenges such as maintaining academic rigor and providing appropriate
guidance remain, a balanced integration of humanistic principles with traditional structures can
create an enriching educational environment. Ultimately, reimagining education through a
humanistic lens has the potential to cultivate well-rounded individuals prepared to face the
complexities of the modern world.
6
References
Carl Rogers & H. Jerome Freiberg. (1994). Freedom to Learn. In Freedom to Learn. Pearson.
[Link]
Cherry, K. (2023, December 13). Intrinsic Motivation vs. Extrinsic Motivation: What’s the
Difference?[Link]
motivation-2795384
Child Care Courses. (2023). Safe and supportive learning environment for students. Child Care
Courses Adelaide SA. [Link]
creating-a-safe-and-supportive-learning-environment/
Cloke, H. (2024). Humanism: Your guide to humanistic learning theory. Growth Engineering.
[Link]
Drew, C. (2024, May 30). Humanism in Education: Definition, Pros & Cons.
[Link]
7
Ferlazzo, L. (2015). Building a Community of Self-Motivated Learners. In Building a
Community of Self-Motivated Learners (1st ed.). K-12 Resources.
Khatib, M., Sarem, S. N., & Hamidi, H. (2013). Humanistic Education: Concerns, implications
and applications. Journal of Language Teaching and Research, 4(1).
[Link]
Main, P. (2022, December 2). Carl Rogers Theory. [Link]
[Link]/post/carl-rogers-theory
Pugh, K. J., Bergin, C., & Wiggins, S. (2021). Balancing autonomy and support: A new
approach to engagement in learning. Educational Psychology Review, 33(3), 615-638.
[Link]
Qalmi, A. (2023). Humanistic approach in schools. Kashmir Reader.
[Link]
Reeve, J. (2016). Autonomy-supportive teaching: What it is, how to do it, and how to get
started. International Journal of Educational Psychology, 5(1), 59-91.
[Link]
8
Suny Cortland. (2020). Origins and Evolution of Humanistic Psychology. In Origins and
Evolution of Humanistic Psychology
[Link]
Teach HQ. (2023). Carl rogers’ humanistic education approach. Teach HQ.
[Link]
Wang, M.-T., Degol, J. L., & Henry, D. A. (2019). An integrative development-in-sociocultural-
context model for children’s engagement in learning. American Psychologist, 74(9),
1086–1102. [Link]
Western Governors University. (2020). What Is Humanistic Learning Theory in Education? In
What Is Humanistic Learning Theory in Education? [Link]
[Link]
