A major goal of Rogerian therapy is to help individuals foster a greater level of self-direction. According to Rogers, self-direction "means that one chooses and then, learns from the consequences" (Rogers, 1961, p. 171). These premises indicate the supposition that the principle of approach is one of mechanistic support in the methodology of learning and thereby is a positive addition to the Humanistic backdrop being the mainstay of Distance Education.
Self- direction is where a person can see a situation clearly and takes responsibility for that situation (Rogers, 1983).
Maslow developed a theory of human motivation originally presented in his 1954 book Motivation and Personality, which was revised in 1970. This theory holds that needs are arranged in ascending order: physiological needs, safety, love and belonging, esteem, and self-actualization. Maslow described the first four levels as "deficiency" needs, in that one must be able to meet needs at a lower level prior to working toward the needs at the next level. Maslow’s premises are also supportive of the sequential mechanism of self-direction in that the affirming ways are a method to the hierarchial process.
As with Rogers, Maslow designated "self-actualization" as an ideal to work toward achieving. Self-actualization, according to Maslow, is the highest level of human growth, where one's potential has been most fully realized. This self-actualization level may be perceived as being the practice of the discursive process of attaining independence in the communicative skill which is required of distance learners. Maslow held that self-actualizers tend to "possess a more efficient view of reality and a corresponding tolerance of ambiguity; be accepting of themselves and others; demonstrate spontaneous behavior that is in tune with their own values and not necessarily tied to the common beliefs and practices of the culture; focus on problems that lie outside of themselves, thus demonstrating a highly ethical concern; maintain a few extremely close interpersonal relationships rather than seek out a large number of less intense friendships; and possess high levels of creativity" (Brockett & Hiemstra, 1991, p. 126).
“Theory Y” is a concept that seems to “fit” the exemplifications of this Maslow model. “Theory Y” individuals according to Papa, possess the ability for creative problem solving, and enjoy mental play and physical work duties (Papa et. al).
Distance learners must have a sense of endurance which encompasses the “durability” of traditional learners in that the motivation is a large part of the “success equation.” The perspectives of achievement are based on a different scale than traditional learners in that the realms of learning are scaled by a varied set of parameters. Traditional instructors are aware of the fact that the ability to “keep the student on task” requires the approach of the balance that the subject matter needs to be a “digestible” amount of material and presented in such a manner that the learner can perceive success with an innate amount of confidence in their ability to achieve through the platform. This confidence is a state that is based on an extensive amount of time and input, which stems from the appreciation of both the subject matter as articulated by the learner as well as the expressions of the instruction.
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