Założenia psychologii humanistycznej a proces edukacji

Abstract

The article contains a presentation of guidelines of humanistic psychology, performed in the background of a statements of a paradigm constituting strict scientific directions in psychology. Considerations lead to the conclusion that the presented ways of describing the psyche are in polar opposition, while at the same time complementing one another. They consist of extremely different definitions of the subject of psychological research, cognition methods and principles of interpretation of psychological data. Extremely different solutions to those fundamental psychological issues lead to opposing pedagogic conclusions. Arguments have been restricted to presenting educational conclusions resulting from the set of assumptions and basic assertion of humanistic psychology. The author considers them in: a) general, and b) detailed structure, subjecting them to analysis and clarification in the light of C.R. Rogers' concept of personality and pedagogical investigations. He presents and justifies the claim that humanistic description of the psyche imply using so- called non-directive didactic and educational strategies in education, based on respect for personal dignity and freedom, as well as their intentional and thoughtful actions and self-education.