LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 19:11 November 2019
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Annotated Bibliography for the Theme
“Humanizing Foreign Language Teaching”

Meisam Ziafar and Ehsan Namaziandost

Roming, D. (1972). Educational applications of humanistic psychology. Journal of School Psychology, 10(3), 289-298.

Roming holds in his article tries to determine the role of humanistic psychology in education, through bearing on Maslow’s humanistic viewpoints. He holds that for Maslow, the crucial component of every educational system is its goals. He asserts that the school psychologist is responsible for the implementation of such goals in terms of behavioral objectives for the staff and students. As he puts it, according to Maslow, the hierarchy of needs of humans must be met, before he/she reaches the self-actualizing needs. He considers the role of school as crucial in helping learners doing away with these needs in order to become mature and independent from their parents. He goes on to claim that the crucial principle of a humanistic school is that while it is involved in meeting society’s need by training children to become productively engaged in the society, the school tries to persuade the child that the society will simultaneously meet each individual’s needs as well. He criticizes setting goals for all learners who must comply with curriculum standards, reinforced by teachers, when according to Maslow all people are composed of a unique inner core which is based on their inner dispositions, and their experiences they gain through their lives. According to Maslow what bars the realization of self-actualization is that the inner core of potential is weak and easily suppressed. Roming holds that the most urgent goal would be the development of individuals who would be able to help the larger society, while meeting their own needs. According to Maslow (1954), Benedict’s description of a synergic is a society where a person who contributes the most to the welfare of the community is held in the highest esteem. Maslow favors an internal control of the behaviors of the child in the classroom rather than an external control through the use of social rewards and punishment. Internal control involves the use of inherent rewards through making children satisfied from the activities they carry out and not simply rewarding them by external control. Maslow considers the role of school personnel as self-actualizers who should promote learners’ creativity and also as facilitators in children interaction with the curriculum and with other children. Finally, he emphasizes the role of humanistic educational programs in providing parents and educators with the opportunity to compare the results of the different approaches and also on the role of psychologists as effective catalysts in the entire educational process.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Meisam Ziafar
Assistant Professor
Department of English Language Teaching, Ahvaz Branch
Islamic Azad University, Ahvaz, Iran
meisam-ziafar@iauahvaz.ac.ir
Phone Number: +989029722112

Ehsan Namaziandost
Ph.D. Candidate in TEFL
Department of English,Faculty of Humanities, Shahrekord Branch
Islamic Azad University, Shahrekord, Iran
e.namazi75@yahoo.com
Phone Number: +989210773832
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