The Humanistic Learning Theory into Education Type II Diabetes - Essay Example

Teaching Learning Approaches - Multimedia Affiliation) Introduction My program, which will involve educating type II diabetes patients, will be based on a learning teaching approach that is centered on a humanistic theory. As such, this paper seeks to describe how best the humanistic learning theory can be used in educating type II diabetes thus changes in behavior. Humanism best suits this program since it provides the core theoretical base for self-directed learning given the fact that the learners will be adults who are literate and exposed to Information Technology (Gwele, 2005). Being an education program based on type II diabetes, the humanist theory will be suitable since it considers that real learning is something that the patient discovers for him/herself, basing on the fundamental principle that learning must always be grounded on learner-centered objective identified by the learner him/herself (Aujoulat, 2007). Moreover, the paper will incorporate two multimedia materials that will be used in training the patients. The multimedia to be used will use interactive health websites and virtual communities since the patients to be educated are adults who are well exposed with the digital world of IT. The humanistic theory will incorporate both Maslow hierarchy of needs by Abraham Maslow and humanistic approach o psychology by Carl Rogers. Humanistic learning theory in relation to educating diabetes patients Developed by Abraham Maslow, humanistic theory is based on the concept that experience is the key phenomenon in the study of human learning and behavior as well. Maslow based his emphasis on creativity, choice, values, all distinctively human qualities, self-actualization, and believed that subjectivity and meaningfulness were always important than objectivity. Maslow believed that full development of human potential, worth and dignity are the ultimate concerns. According to Maslow (1968), human motivation is based on a hierarchy of needs: physiological, safety, love/belonging, esteem and self-actualization. Tentatively, Maslow tried to prove that the drive to learn is intrinsic thus; the main purpose of learning is to bring about the highest level of the hierarchy of needs, which is self-actualization. In this regard, the objective and process of the educator should include this process (Frick, 1987). Maslow argued that learning contributes to the psychological health of the learner and came up with learning goals: discovery of one’s vocation or destiny, realization of life as precious, sense of accomplishment, developing choice, satisfaction of physiological needs, grappling with the critical existential problems of life and impulse control. Maslow’s theory of learning showed the differences between spectator knowledge and experimental knowledge. He believed that spectator knowledge is inferior experimental knowledge since it is every learner’s interest to be involved in the actual process or experiment the knowledge themselves (DeCarvalho, 1991). As far as this experimental learning is concerned, the educator will consider experimental learning when going about the program in to engage the patients fully. In effect, experimental learning will aim at addressing the needs and wants of the patients. As Carl Rogers (1959) states, experimental learning includes qualities such as personal involvement, pervasive effects on the learner, self-initiated and evaluation by the learner. According to Rogers, experimental learning involves personal change and growth. Accordingly, while initiating the program the educator will consider the fact that human beings have a natural propensity to learn and as such educate the patients with positivity. In light of Maslow and Roger’s concept, the role of the educator in the program will be to facilitate learning. Tentatively, facilitation includes; first, setting the positive climate for learning in this case the diabetes patients will be educated in the hospital facilities. Secondly, is clarifying the purposes of the learners, in this case the patients purpose is to learn how to manage themselves in the condition they are in. Thirdly, would be organizing and making learning resources available. The educator for instance will make sure that a big screen that would be used to play video materials, comfortable chairs, and internet connectivity to help access the interactive health websites are all in place. Fourthly, the educator is expected to balance emotional and intellectual components of the learning. Ultimately, the educator will be expected to share feelings and thoughts with the learners though he will not be expected to dominate. Equally, the humanistic approach to psychology largely affects the learning teaching aspect. The educator will closely be driven by the concepts of Carl Rogers (1959) in humanistic psychology in order to understand the psychology of his patients thus initiating the learning process in an effective manner. Carl Rogers fully agreed with Maslow’s assumptions and that for an individual to ‘grow,’ he/she needs an environment that provides him the genuineness, acceptance as well as empathy (Rogers, & Maslow, 2008). In this case, the educator will thus create an environment, which encourages self-disclosure and openness. Subsequently, the educator will also consider acceptance through making the patients feel that they are being seen with unconditional positive regard. Concerning empathy, the educator will make sure that the patients are listened to and understood. The educator will put all these aspects in play in order to encourage a healthy relationship between him and the patient for effective learning to occur. The humanistic theory suggests that all human beings strive to achieve their goals, wishes and desires in life. When they do that, self-actualization takes place (Maslow, 1969). Additionally, for an individual to reach his/her potential a number of factors will have to satisfied first. Rogers asserted that human beings behave the way they behave because of how they perceive their situations. Therefore, the educator will allow the learner to tell more about him/herself since he/she is the expert of him/herself. This way the educator will be in a position to understand the patient more than he would have if he had judged the patients based on the behaviors exposed. Rogers (1959) believed that individuals have one basic motive: the prosperity to self-actualization. This means that one would want to fulfill his potential as well as achieve the highest level of human-beingness. However, for one to grow to his/her potential the environment or other conditions must be also right. Human beings are meant to develop in different ways depending on their unique personalities (Maslow, 1973). Naturally, people are inherently good and creative. However, the aspect of destruction often comes in when poor self-concept or rather external constraints override the valuing process. For an individual to realize self-actualization, he/she must be in a state of congruence (CSAG, 1994). In effect, self-actualization happens when an individual’s “ideal self” is in line with his/her actual behavior. To expound, a person’s ideal self is who they would like to be, while his/her behavior is the self-image. According to Rogers, a person who is actualizing is a fully functioning person and the main determinant of his/her chances to become self-actualized is the childhood experience he/she had while growing up. In order to understand the patients, the educator will have to understand in depth, who a fully functioning person is. Carl Rogers (1961) argued that any individual can achieve his/her goals, desires, and wishes in life. He further asserted that individuals who are in a position to self-actualize are called fully functioning people. Consequently, it means that the individual is in touch with his or her subjective accounts and feelings and continually growing as well as changing. Moreover, Rogers regards a fully functioning person as an ideal one though very few people ultimately achieve this aspect. Additionally, though one might achieve the ‘fully functioning person’ status, it would be wrong for him or her to think that indeed he has completed the life’s journey. Accordingly, it is a process of changing and always becoming. Therefore, when assessing his patients the educator could be in a position to identify a fully functioning person by evaluating whether they have some characteristics that is often linked to such a status. First, is open to experience. Individuals who are considered fully functioning persons often accept both negative and positive emotions. Instead of rejecting negative emotions they often work through them rather than resorting to defense mechanism this often because of ego. The second characteristic of a fully function person is existential living. This means he or she is in touch with different experiences as they come in life. An individual will always avoid prejudging and having preconceptions. Moreover, the individual is able to live and fully appreciate the present thus not looking back, he or she live s for the moment. Ultimately, is that they trust feelings. Many people who are considered “fully functioning persons,” often pay attention to feelings, gut-reactions and instincts thus trusting them (Skinner, 2006). These individual believe that everyone’s own decisions are the rights and as such, they trust themselves and the choices they make. As far time constraint is concerned, the teaching approach will utilize very little time since the theory advocates for the learner to take charge of the learning. This would be achieved through observation and individual experimentation. This means that the patients will be able to take in the concepts in quicker than they could have done through using the traditional way of learning, were the educator through reading large amount of texts teaches them everything (Branch ,2000). Use of Virtual community-based intervention to educate the patients Using Virtual community-based intervention, the educator will be in a position to illustrate through an animated diabetes video, which is commonly used by the online debates community. Typically, virtual communities often use the internet to bring together individuals with similar interest (Colagiuri et al, 2003). Accordingly, since the humanistic theory emphasizes on observation, the educator will have an easy time illustrating how animated videos found on the site can help the patient. The educator will use the Tudiabetes: http://www.tudiabetes.org/ for the learning experiments. The Online communities extend the social network of individuals providing a unique form of empathetic social support, which the theory advocates. Interactive Health Websites The teaching program will use the interactive health web sites to help the patients know how to use these sites whenever they need to refer to any information about the diabetes. This technology to behaviour modification is one of the most popular approaches used by many health practitioners. Since the patients to be trained are literate and more exposed to digitalize devices like smart phones and computers, it will be easy to illustrate to them how the use of interactive health web sites can effectively help them control their condition. Initially, health web sites were basically clearing houses of medical concepts that patients could be use to learn more about their medical condition as well as treatment options (Lehmann, 1999). Nowadays, many of these websites have evolved to hold information on specific health condition or even the geographical location of the health provider. Accordingly, through the website the trainer will be able to demonstrate to patients how they can use best they can use these sites to check on their health as far as type II diabetes is concerned. Conclusion The educator will be able to use the humanistic theory in empowering patients. The theory encourages the educator to facilitate an environment, which will encourage the students to take advantage of the learning opportunity. Based on the theory the educator will be in a position to promote the patients self esteem and motivation thus encouraging them to learn and master the new behavior. The educator will teach the patients through an active discovery as opposed to stimuli. During the program the patients will be allowed to set the pace and direction in the learning process. The major role the educator will play is to create a positive learning environment as the theory proposes (Csokasy, 2009)... Patients will be encouraged to make observations about their own condition and therefore let to generate a list of needs from their own observations. A humanist approach is indeed an appropriate model for adult learning since the learner feels respected secure and his/her self-esteem is empowered. References Anderson, R., & Funnell, M. (1999). Theory is the cart, vision is the horse: reflections on research in diabetes patient education. Care. NSW Department of Health Public Health Bulletin 6:99-102. Chapman & Hall. Colagiuri R, Williamson M, Frommer M (1995). Investing to improve the outcomes of diabetes Colagiuri S, Colagiuri R, Conway B, Grainger D, Davy P (2003). DiabCo$ Australia: Assessing Cooper, H. C., Booth, K., & Gill, G. (2003). Patients’ perspectives on diabetes health care education. Health education research, 18(2), 191-206. CSAG (1994). Standards of clinical care for people with Diabetes: Report of the Clinical Csokasy, J. (2009). 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