Carl R. Rogers (1902), American psychotherapist born into a family with deep religious roots, with strong Protestant convictions. His childhood was spent in an atmosphere of strict religious ethics and uncompromising, as well as lonely. Initially enrolled in the University of Wisconsin but after a brief stint in the seminar he went to study clinical psychology at Columbia, where he received his doctorate in 1928 and another in philosophy in 1931.
poses new challenges in learning freedom, limited by the power relations established in the traditional educational and therapeutic practices. Cree fundamentally and radically in the person and their potential.
Non-directivity.
There is confidence that the customer (patient, student) can deal constructively their lives and solve their own problems. This course is a direct consequence of the postulate of man's innate goodness. If allowed to act on the person, what you do, be well. In addition, the person is the only one who can get to know their problems and, therefore, the only one who can solve them. Any type of policy (education, order, mandate, etc..) Could be detrimental to the development of the individual, as would prevent their "personal growth." The parents' role must change: The concept of "raising children" should be replaced by "interact with the children." The very idea of \u200b\u200b"my son" should be amended. Parents do not own their children, parents are only children.
Rogers's ideas on education are truly revolutionary.
a) The role of the teacher, not as authority but as a facilitator of learning, you must create a climate of acceptance in the group. This is more important than the techniques used, must be forgiving and understanding and respecting individuality. The teacher should accept the group and each of its members as it is. You should not judge.
b) On the other hand non-directive approach. We can not teach another person directly, we can only facilitate their learning. This approach stems from the concept of significant learning or experiences. Rogers of the inability to communicate or intrasferibilidad of knowledge. Going further on this idea, the teacher can not determine precisely what are the main points of each student. Only the students themselves know them. But even may be planned by the apprentice, but will emerge gradually. If no specific content, it is not possible to establish a formal curriculum.
Rogers proposes that meaningful learning occurs when students perceive the subject of study as important for their own purposes. Faced with the learning perceived as threatening, meaningful learning develops the student's personality, and cover the whole person is more lasting and profound. Independence, creativity and self-confidence and self-criticism allow an attitude of openness to change and continuous adaptation. Distrust in a static world knowledge arises because education is conceived as a training meet the new, and learning centers itself in the process of learning.
In traditional education is not the same as what is taught is learned, and the Master, by focusing on its role, is not available to the student, while the learner-centered teaching, the teacher confident in their abilities, help you in your communication and facilitates learning. This attention and search for the person of another change in the educational relationship, accepting the teacher learning and student initiatives, because he knows best what interests him. The facilitator helps to clarify individual and group purposes, and trusts that the student wishes to achieve these significant goals, and organizes and offers students a wide range of resources, creating an atmosphere of understanding for their own integration into the group .
From there, it is the student who, with the freedom of action and time, growing in maturity and responsibility, walks along the paths of learning, both individually group, whose self-management, tasks and objectives are also defined by the students.
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