Teoria umanistica

Introductio

HumanismaroseintheUnitedStatesinthe1950sand1960s,anddevelopedrapidlyinthe1970sand1980s.Itopposedbehaviorismandequatedhumanswithanimals,andonlystudiedhumans.Behavior,doesnotunderstandtheinnernatureofpeople,andcriticizesFreudforonlystudyingneurosesandmentalpatients,andnotexaminingthepsychologyofnormalpeople,soitiscalledthethirdmovementofpsychology.

Thehumanisticschoolemphasizeshumandignity,value,creativity,andself-realization,andattributestheself-realizationofhumannaturetotheexertionofpotential,andpotentialisanaturesimilartoinstinct.Thegreatestcontributionofhumanismistoseetheconsistencybetweenhumanpsychologyandhumannature,andadvocatesthatpsychologymuststudyhumanpsychologyfromtheperspectiveofhumannature.

ThemainrepresentativesofthisschoolareMaslow(1908~1970)andRogers(1902~1987).Maslow’smainpointofview:Hestudiedandcategorizedthebasicneedsofhumans,distinguishedthemfromtheinstinctsofanimals,andproposedthathumanneedsaredevelopedatdifferentlevels;Theneedsarearrangedinahierarchicalsequencefromlowtohigh.Thelowestneedsarephysiologicalneeds,whicharetheneedsthatpeoplefeeltobesatisfiedfirst.Rogers’mainpointofview:Hedevelopedthe"self-theory"ofpersonalityinthepracticeofpsychotherapyandtheoreticalresearchonpsychology,andadvocatedthe"patient-centeredtherapy"methodofpsychotherapy.Humanbeingshaveanatural"self-realization"motivation,thatis,aperson'stendencytodevelop,expand,andmature.Itisaperson'stendencytomaximizetheirvariouspotentials.

RealizationTheory

Maslowbelievesthatthepsychologicaldriveofhumanbehaviorisnotsexualinstinct,buthumanneeds.Hedividesitintotwocategories,sevenlevels,asifApyramid,frombottomtotop,isphysiologicalneeds,safetyneeds,belongingandloveneeds,respectneeds,cognitionneeds,aestheticneeds,andself-realizationneeds.Beforepeoplecanmeettheneedsofahigherlevel,theymustatleastpartiallymeettheneedsofalowerlevel.Thefirsttypeofneedbelongstothelackofneed,whichcanproducescarcitymotivation,whichissharedbyhumansandanimals.Oncesatisfied,thetensioniseliminatedandtheexcitementisreduced,thenthemotivationislost.Thesecondtypeofneedbelongstogrowthneeds,whichcanproducegrowthmotivation,whichisuniquetohumanbeings.Itisaneedthattranscendsthesatisfactionofsurvivalanddesiresdevelopmentandrealizesone'sownpotentialfromtheheart.Individualswhomeetthisneedcanenterastateofpsychologicalfreedom,embodyhumannatureandvalue,andproduceaprofoundsenseofhappiness,whichMaslowcalledthe"peakexperience".Maslowbelievesthathumanbeingssharetheinherentnatureoftruth,goodness,beauty,justice,andjoy,andhavecommonvalues​​andmoralstandards.Thekeytoachievinghumanself-realizationistoimprovepeople’s“self-knowledge”orself-awarenessandmakepeoplerealizethemselves.Theinherentpotentialorvalueofhumanisticpsychologyistopromotepeople’sself-realization.

Sui doctrina

Anewbornbabyhasnoconceptofself.Ashe(she)interactswithothersandtheenvironment,he(she)beginstoslowlyDistinguishfromnon-self.Aftertheinitialself-conceptisformed,people’sself-realizationtrendbeginstoactivate.Drivenbythedriveofself-realization,childrenconductvariousattemptsintheenvironmentandproducealotofexperience.Throughthebody'sautomaticevaluationprocess,someexperienceswillmakehimfeelsatisfiedandhappy,whileothersareonthecontrary.Satisfiedandpleasantexperienceswillmakechildrenseektomaintainandreappear,andunsatisfiedandunpleasantexperienceswillmakechildrentrytheirbesttoavoidthem.Inchildren’spursuitofpositiveexperiences,oneistheexperienceofbeingcaredbyothers,andtheotheristheexperienceofbeingrespectedbyothers.Unfortunately,thesatisfactionofchildren’sneedforcareandrespectdependsentirelyonothers.(Includingparents)isbasedonwhetherchildren’sbehaviormeetstheirvaluestandardsandbehaviorstandardstodeterminewhethertogivecareandrespect.Therefore,thecareandrespectofothersareconditional.Theseconditionsreflectthevalues​​ofparentsandsociety.RogerssaidthisTheseconditionsarevalueconditions.Childrencontinuetoexperiencethesevalueconditionsthroughtheirownbehavior.Theywillunconsciouslyinternalizethesevalues​​thatbelongtotheirparentsorothersandbecomepartoftheirownstructure.ChildrenaregraduallyforcedtogiveupTheevaluationprocessoftheorganismtoevaluateexperiencehasbecometheuseofsocialvaluenormsinternalizedintheselftoevaluateexperience.Inthisway,thechild’sselfandexperiencearealienated.Whenthereisaconflictbetweenexperienceandself,theindividualwillApremonitionthatoneselfisthreatened,whichcreatesanxiety.Whenanindividualfeelsthattheexperienceisinconsistentwiththeself,theindividualwillusedefensemechanisms(distortion,denial,selectiveperception)toprocesstheexperienceandmakeitconsistentwiththeselfatthelevelofconsciousness.Ifthedefenseissuccessful,theindividualwillnothaveanadjustmentdisorder,ifthedefensefails,therewillbeapsychologicaladjustmentdisorder.Rogers’human-centeredtreatmentgoalistoremovetheinternalizedselfthatdoesnotbelongtohim.Returningtohisownthoughts,emotionsandbehaviorpatterns,usingRogers'wordsto"changebacktohimself"and"walkoutfrombehindthemask",onlysuchapersoncangivefullplaytohispersonalfunctions.Theessenceofhumanismistoletpeopleunderstandtheirownnature,nolongerrelyonexternalvalues,letpeoplere-trustandrelyonthebody'sevaluationprocesstoprocessexperience,andeliminatethevalues​​imposedonhimbytheexternalenvironmentthroughinternalization,sothatpeoplecanExpressyourthoughtsandfeelingsfreely,bythehealthydevelopmentofsex.

Influence

Humanismemphasizesthecultivationofpsychologicalqualitiesandpersonalitycharacteristicssuchaslove,creativity,self-expression,autonomy,andresponsibility,andhashadaprofoundimpactonmoderneducation.Asthefounderofhumanisticpsychology,Maslowfullyaffirmedhumandignityandvalue,andactivelyadvocatedtherealizationofhumanpotential.Rogers,anotherimportantrepresentative,alsoemphasizedpeople'sself-expression,emotionandsubjectiveacceptance.Hebelievesthatthegoalofeducationistocultivateahealthypersonalityandmustcreateapositivegrowthenvironment.

Propositum

Humanismteachingthoughtnotonlypaysattentiontothedevelopmentofcognitioninteaching,butalsopaysattentiontothedevelopmentofstudents’emotion,interest,andmotivationinteaching.Understandingoftheworld,inordertoadapttostudents’interests,needs,experience,andpersonalitydifferences,todevelopstudents’potentialandstimulatetheinteractionoftheircognitionandemotions,andtoemphasizethepsychologicaleffectsofcreativity,cognition,motivation,andemotiononbehavior.Restriction".