Task-Based Learning (TBL) Task-Based Learning (TBL) and and

Humanistic Education (HE)Humanistic Education (HE)Bonnie and ErinBonnie and Erin

September 24, 2007September 24, 2007

What is Humanistic Education (HE)?

•HE is an approach to learning that reflects the belief that successful learning must appeal to both the intellectual and the emotional aspect of the student.

•Popular in the 1960’s and 70’s, HE is also known as affective, confluent or holistic education. Gertrude Moskowitz was one of the most passionate and eloquent apologists of HE for over 20 years.

•HE attempts to “foster the positive psychological growth of students.” (Moskowitz, 1978, p. 9) by “combining the subject matter to be learned with the feelings, emotions, experiences and lives of the learners.” (p. 11)

HE grew out of the work of humanistic

psychologists, primarily Abraham Maslow and

Carl Rogers. Reacting against the theories of

behaviourism and of psychoanalysis, Maslow and

Rogers suggested that psychology could help

people achieve their full potential as human

beings. Proponents of HE saw self-actualization

as a proper goal of education.

Abraham Maslow’s Hierarchy of Needs

Source: Wikipedia

What are the underlying assumptions of HE and TBL?

Gertrude Moskowitz (1978, p. 18) identifies these basic assumptions about HE:

•a main purpose of education to help achieve the full potential of students•humans want to be self-actualized•personal and cognitive growth are the responsibility of the school•healthy relationships with others and increased self-esteem aid learning•learning more about oneself is motivating•significant learning is discovered by oneself

Shehadah (2005, p. 16) quotes Feez on the basic assumptions about TBL:

•focus is on the process rather than the product•activities and tasks emphasize communication and meaning.•tasks have a relationship to real life or to pedagogical purpose

Comparing Humanistic Education (HE) and

Task-Based Learning (TBL)The learning climate is student-centered:

Referring to Moskowitz’s book and other humanistic approaches, Françoise Cormon

identifies as “one underlying principle [that] language learning is at its best when teachers

teach the students, not the syllabus.” (1986, p. 278)

“The most important thing in TBT is the willingness to engage with learners in

communication, and to allow learners the freedom to use the language.” (Willis, 2007, p. 3)

An atmosphere of trust is essential for both TBL and HE. Process is considered key to

learning

“What we are after is a climate of trust where it is safe to share” (Moskowitz, 1978, p. 27)

“At the beginning of the course, . . .talk to the class about the process of learning, and the rationale

behind the classroom activities that will be used.” (Willis, 1996, p. 8)

“Process is important precisely because it affects the quality of the outcome of the task.” (Underhill,

1989, talking about Humanistic Education)

Both are viewed as holistic in their approach, although the interpretation of holistic is

somewhat different for each:

HE combines “the subject matter to be learned with the feelings, emotions, experiences and lives of the learners.

Humanistic education is concerned with educating the whole person. . . . “ (Moskowitz, 1978, 11)

“TBL . . . offers a holistic language experience where learners carry out a communication task, using the language they have

learned from previous lessons or from other sources. Only after the task cycle is learners’ attention directed towards specific

features of language form.” (Willis, 1996, 135)

Both emphasize the importance of authenticity for motivation and learning

“The foreign language teacher can provide content that is truly interesting and meaningful to the student – the study of

himself.” (Moskowitz, 1978, p. 17)

“Some kind of resemblance to real life is important for learners’ motivation” (Willis, 2004, p. 237)

“Learners have to want to engage in meaning on their way to achieving an outcome” (Willis, 2007, p. 217)

Both approaches return to the root meaning of educate, from the

Latin educo, “to bring out”:

“Traditionally education has poured content into the student. Affective education draws it out of the

student.” (Moskowitz, 1978, 12)

“. . . communicative output can contribute (either directly or indirectly) to acquisition.”

(Willis, 2004, p. 11)

Communication is the goal. Both approaches start with a focus on

meaning rather than a focus on form

“ . . . students will want to communicate, as these personalized activities are excellent motivators.”

(Moskowitz, 1978, p. 31)

“. . . learning must be primarily meaning-focused rather than form-focused.” (Willis, 2004, p. 10)

HE and TBL emphasize imagination and creativity.

•Moskowitz says that humanistic activities “are indeed imaginative. Without a doubt, they are creative, they stimulate and they motivate.” (1996, p. 95)

•Tasks used in TBL always allow for creativity in language, and often call for creativity in the task as well.

Assessment can pose challenges for both approaches.

Some key differences:Development of the approach:

HE was based on psychology, not pedagogy, and on “informal data and personal experiences and beliefs.” (Moskowitz,

1981, p. 149)Pedagogical research came later.

TBL grew out of the theories of Communicative Language Teaching. (Willis, 2004, pp 4-9)

Role of the teacher:

“One intention of humanistic education is to develop closeness through sharing. The person on charge should . . . participate in all the activities. (Moskowitz, 1978, p. 231)

“It is important to note that the teacher shares, too” in the humanistic activities of the classroom. (Moskowitz, 1994, p. 97)

“In TBL, teachers have to learn to set things up and then to hold back, intervening only when necessary . . . “ (Willis, 1996, p. 137)

“. . . the most important role for the teacher in the task-based classroom is not so much the purveyor of knowledge as the manager of discourse.” (Willis, 2007, p. 148)

Goals and Objectives:

Self-actualization, along with self-concept and self-esteem, is the objective in HE.

(Moskowitz, 1978, p. 12)

In TBL, communicative competence is the goal.

Language Content:

The language content of HE is the study of “the most meaningful and absorbing subject there is –

themselves.” (Moskowitz, 1999, p. 189).

The language content of TBL is found through authentic tasks and materials.

ACTIVITY

Ground Rules for exercises: 1. “Everyone gets listened to”

2. “No put-downs”

3. ”The right to pass”

“No passes because you don’t know how to say something in the foreign language.” (Moskowitz, 1978, 9. 22)

Remember, “of key importance in using humanistic activities is focusing on the positive aspect. “ (Moskowitz, 1978, p. 25, emphasis is the author’s).

Pre-Task 1

Homework

Pre-Task 2

Define Explain Topic

Assignment

Follow-up

Processing the Activity

Summarize Purpose and

Learning

(Teacher correction in some activities)

A Possible Model for Humanistic Education

Pre-Task

Task Planning Report

Analysis Practice

Pre-TaskPre-Task

Assignment

Follow-up

Processing the Activity

Summary

(Error Correction)

Pre-Task

Task Planning Report

Analysis Practice

Pre-TaskPre-Task

Assignment

Follow-up

Processing the Activity

Summary

(Error Correction)

Pre-Task

Task Planning Report

Analysis Practice

Pre-TaskPre-Task

Assignment

Follow-up

Processing the Activity

Summary

(Error Correction)

Pre-Task

Task Planning Report

Analysis Practice

Pre-TaskPre-Task

Assignment

Follow-up

Processing the Activity

Summary

(Error Correction)

Pre-Task

Task Planning Report

Analysis Practice

Pre-TaskPre-Task

Assignment

Follow-up

Processing the Activity

Summary

(Error Correction)

What happened to HE? What are some criticisms of HE?

Even Moskowitz described HE as “radical” in its approach. (1994, p. 94)

Some issues:

•goals of HE are difficult to articulate with any degree of precision •the “designated competencies” of the teachers•neglect of curriculum; too much focus on self; back-to-basics movement; accountability•privacy issues; legal issues; the right to pass vs. the perceived pressure to participate •assessment issues•Is the basis of HE (Maslow’s hierarchy) culturally biased?

(adapted from Lynch, 1981, p.86; Herron, 1983, pp. 541-44, Smith, 1999, np; Rinvolucir, 1999, pp. 210-202; Eyring, 2001)

Something to think about:

“I see implementing humanistic exercises as a vaccine, one that fights hatred, violence and antisocial

behaviour, while promoting harmony, closeness and personal growth, certainly an ideal environment in

which language learning can develop, grow and thrive.” (Moskowitz, 1999, p. 192, emphasis is the author’s)

And finally, “Unfortunately, in language learning, we are easily tempted to listen to the language of the

learner rather than to the person behind the language.” (Underhill, 1989, p. 256)

Discussion questions / Questions to think about:

Consider your teaching philosophy. Do humanistic perspectives contribute to your philosophy or teaching style? Can this be said of other teaching approaches or methodologies?

According to Gertrude Moskowitz, “[M]any foreign language teachers are humanistic in their approach to dealing with students in their classes. But that is quite different from using humanistic exercises and activities to help teach the content of the language.” (1978, p. 15). Writing about HE and resistance to change, Adrian Underhill says, “Even where there is support, it often appears to be support for innovative techniques rather than innovative process.” (1989, p.259, emphasis is the author’s) Looking at the parallels between task-based learning and task-supported learning, and what Moskowitz says about humanistic education and humanistic techniques, what do you think may be the future of the radical processes of HE and TBL?

With a non-homogenous language class, do you think humanistic education could work as well in the American melting pot as in the Canadian cultural mosaic? Or better? What are some risks for using HE in such a class?

“I see implementing humanistic exercises as a vaccine, one that fights hatred, violence and antisocial behaviour, while promoting harmony, closeness and personal growth, certainly an ideal environment in which language learning can develop, grow and thrive.” (Moskowitz, 1999, p. 192)

How do you think that humanistic lessons would work well with younger learners?

Have any of you taught humanistic lessons without really knowing you were using that approach? Please share your experience.

Thanks to Kerry for her early research, ongoing support and wonderful snacks.