This shows you the differences between two versions of the page.
Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
implications [2011/08/31 11:13] jpetrovic [Meaningful learning] |
implications [2011/08/31 11:17] jpetrovic [Humanist dimension of learning] |
||
---|---|---|---|
Line 42: | Line 42: | ||
===== Humanist dimension of learning ===== | ===== Humanist dimension of learning ===== | ||
- | - We cannot teach another person directly; we can only facilitate his learning. This should be the goal of the educational process and teachers through realness, prizing and empathy. [[learning_theories:Facilitation theory]] | + | - Learning is a natural desire, a mean of self-actualization and development of personal potentials. The importance of learning lies in the process, not outcome. [[learning_paradigms:Humanism]] |
+ | - We cannot teach another person directly; we can only facilitate his learning. This should be the goal of the educational process and teachers through realness, prizing and empathy. [[instructional_design:Facilitation theory]] | ||
+ | - Students should be invited by their teachers teacher to develop their potentials. People, places, policies, programs and processes related to the educational process should be maximally inviting. [[instructional_design:Invitational learning]] |