The cumulative goal of education is to offer learners opportunities to develop interrelated academic, personal, and social competencies that have a long-term impact on their lives. But how can this ideal be realized when school leaders and educators feel pressure to prioritize numerous initiatives within a limited amount of time? To better achieve the goal of developing interrelated competencies in learners, the learning community (educational stakeholders) must take steps to shift away from an approach in which academics and emotional and social wellbeing are segregated. Instead, the focus should be on an integrated, systemic framework, in which parallel processes of interrelated competencies for both educators and students are identified, built, and sustained through safe, positive relationships. “The Humanistic Stance of Educational Stakeholders” is a three credit course designed for K-12 teachers. The aim of this course is to enrich participants’ knowledge of the role of humanistic education in fostering self-actualized 21st century learners who recognize their own humanity and are responsible members of their immediate and global communities. The course tackles educational theories and practices from a humanistic approach which implies a central concern for sustainable human and social development. The course sheds light on the role of the learners, teachers and educational leaders in enhancing the dignity, capacity and welfare of the individual. Participants will engage in activities and learning experiences through which they will learn, plan to use, and implement strategies designed to cultivate dynamic learning in a responsive school environment.

Temps présentiel : 17.5 heures

Charge de travail étudiant : 60 heures

Méthode(s) d'évaluation : Travail personnel

Référence :
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147. Bates, B. (2016). Learning theories simplified: ... and how to apply them to teaching: 100+ theories and models from great thinkers. Los Angeles: Sage. Costa, A., & Kallick, B. (2008). Learning and leading with habits of mind. Alexandria, VA: ASCD. Davidson, R. J., & Begley, S. (2012). The emotional life of your brain: how its unique patterns affect the way you think, feel, and live and how you can change them. New York, USA: Hudson Street Press. Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: basic psychological needs in motivation, development, and wellness. New York: The Guilford Press. Dweck, C. S. (2017). Mindset: changing the way you think to fulfil your potential. New York: Robinson. Frankl, V. E. (2012). The doctor and the soul: from psychotherapy to logotherapy. Souvenir Press. Glasser, W. (1988). Choice theory in the classroom. New York: Quill. Goleman, D. (2006). Social intelligence: The new science of human relationships. New York, NY: Bantam Dell. Maslow, A. H. (2012). Theory of human motivation. USA: Start Publications LLC. Mezirow, J. (1991). Transformative dimensions of adult learning. San Fransisco, CA: Jossey-Bass. Rogers, C. R., Lyon, H. C., Jr., & Tausch, R. (2014). On becoming an effective teacher: Person-centered teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon. New York, NY, US: Routledge/Taylor & Francis Group. Rosenberg, M. B. (2015). Nonviolent communication: a language of life. Encinitas, CA: Puddle Dancer Press. Schunk, S. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86. Sinek, D. (2017). Leaders eat last: Why some teams pull together and others don’t. London: Portfolio Penguin. Zimmerman, B. J. (2002, Spring). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.