A REVIEW AND ANALYSIS OF THE HUMANISTIC SCHOOL CONCEPT, EMPHASIZING THE DEVELOPMENT OF OPERATIONAL HUMAN OUTCOMES AND SCHOOL FACTORS Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY JOHN 0.. MEYER 1970 1'Hu-KIC. This is to certify that the thesis entitled A REVIEW AND ANALYSIS OF THE HUMANISTIC SCHOOL CONCEPT, EMPHASIZING THE DEVELOPMENT OF OPERATIONAL HUMAN OUTCOMES AND SCHOOL FACTORS presented by John Clinton Meyer has been accepted towards fulfillment of the requirements for Doctors degree in PhilosoPhy ADMINISTRATION 8 HIGHER ED. ,~ [jam/Ella 7&14c/1LL11 Mafln' professor Date April 21, .1970 0-169 V swims av 3‘ IIOAE & SONS' 303K BINDERY INC. h; ‘L'u qy BIM“ 9‘». 3/' any gs, £5 ABSTRACT A REVIEW AND ANALYSIS OF THE HUMANISTIC SCHOOL CONCEPT. EMPHASIZING THE DEVELOPMENT OF OPERATIONAL HUMAN OUTCOMES AND SCHOOL FACTORS By John C. Meyer Out of the miriad of critical analysis existing today in the educational literature and dealing with the concern for what goals should be established in our schools for the 70's. has come one apparent consistent theme. This theme calls for schools that will be capable of "humanizing" the program of educational offerings for all students. In analyzing the concept of this type of school, it was obvious that the focus of concern had to be with the 'product' that the school would turn out, the results. the students themselves. This end result of the school's edu- cational efforts has been called the "more humane person" that would constitute the major objective of the humanis- tic school. With the above as the focus of concern for the study. the humane person is described in terms of operational. be- havioral goals that are considered to be definitive of that type of person needed in today's society. The description of the humane person is based upon three major aspects: (1) the development of intellectual competence: (2) the acqui- sition of psychological strengths and (3) the development John 0. Meyer of skills for Optimum human relationships. These three aspects of the humane person are presented first in gen- eral discussion and review of the literature. then with a basic operational definition. followed by behavioral outcomes that might be sought and observed. The concept of the humanistic school is interpreted to be based upon at least one fundamental assumption as it pertains to the process of education. This is. that the school, given certain factors and conditions deemed "humanistic", can indeed effect changes towards humaneness on behalf of students. In seeking support of this assump- tion, Chapter III presents a review of social-psychological research and theory. as it might relate to the humanistic school and goals it would seek to achieve. It was con- cluded that this field of theory particularly. would be contributory and would compliment efforts to humanize the educational and instructional processes of the humanistic school. The thesis also deals with the describing of the hu- manistic school, as an institution. as it has been writ- ten about in the literature and described as that type of school that might educate for more humane persons. The description of the school is presented by a general re- view of the pertinent literature. Also presented are sev- eral basic concepts offered as definitive of the humanistic John C. Meyer school. followed by specific conditions and factors which might be observed in assessing the efforts of the school towards humanistic goals. In conclusion. the thesis offers fifteen hypothesis for further study as they relate to the humanistic school and its effectiveness in humanizing the educational process. Also made available as an Appendix to the study, is a self- assessment check-list. containing the major school factors, conditions, and characteristics of the humanistic school. as reported in the study. A REVIEW AND ANALYSIS OF THE HUIANISTIC SCHOOL CONCEPT. EIPHASIZING THE DEVELOPMENT OF OPERATIONAL HUMAN OUTCOMES AND SCHOOL FACTORS By John C. Meyer A THESIS Submitted to Michigan State university in partial fulfillment of the requirement for the degree of DOCTOR OF PHILOSOPHY College of Education 1970 DEDICATION To Jane, who shares my faith in education, and in our schools, and my interest in humanis- tic school concepts; and to Cheryl, Yvonne, Mi- chael. Vicki, and Patrick, who constantly are my challenge to practice at home, what I preach at school. ii ACKNOWLEDGEMENTS The writer wishes to eXpress his gratitude and appreciation, and with great emphasis. to his committee chairman and advisor through two post-graduate degrees, Dr. Stanley E. Hacker. His help and advice were always available when needed. To the other members of the committee. Dr. Wilbur O. Brookover. Dr. Charles E. Blackington, III, and Dr. Max Raines. appreciation is eXpressed for their helpful criticisms regarding the thesis and their time and effort in serving on the committee. A final, but most important note of appreciation must be expressed to my wife and children, who tolerated the frequent absences, lapses of fatherly attention and patience: who shared the sacrifices without complaint. and without whose cooperation and understanding. this task could not have been completed. iii TABLE OF CONTENTS DEDICATION c . . . . o . . . . . . . . . Ammmm O O O O O O O O O O O O 0 Chapter I. II. III. INTRODUCTION 0 O O O O O O O O 0 Introduction to Problem . . Purpose of the Study . . . Idmitations of the Problem Background of the Study . Significance of the Study Goals to be Sought . . . THE HUMANE PERSON DEFINED General Characteristics . Skills for Today's Ybuth Skills for Compassion Intellectual Skills . Skills of Creativity . Skills of Being . . . Skills of Emotional Management Summary-The Humane Person . . . . Behavorial Goals and Outcomes . . O 0 ii . . iii . . I 1 u 5 7 15 l7 . . 19 2O 29 25 1 #7 49 53 55-58 SOCIALnPSYCHOLOGICAL CONCEPTS e . . . 61 Human Behavior and Social Interaction662 Social Class 0 c o o o o o o c 0 'Self' and.Academic Achievement Implications for the Classroom The SChOOl Setting 0 o o o o c School Characteristics and Educational Achievement . . . Classroom Social Order . . . . . Personality of the Teacher . . . Summary on Social Psychology and the School . . . . . . . . iv 69 72 73 79 83 91 93 Chapter IV. THE HUMANISTIC SCHOOL . . . . . . . . . . . 97 Introduction . . . . . . . . . . 97 General Conditions and Factors . 101 School Structure and Organization . . . . . . . . 115 The Instructional Program . . . . 120 Classroom Interrelations . . . . 132 Human Relations c 0‘. o o o o o o 139 Conclusions . . . . . . . . . . 1&4 Outline of Specific Factors . . . 146-151 v. SUMMARY. CONCLUSIONS. ’ AND RECOMMENDATIONS . . . . . . . . . . . . 152 General Conclusions and Implications o o c o o o o o o 153 Social Psychological Implications o o o c c o c c o 156 Implications for the School . . . 159 Suggestions for Further Study . . 168 BIBLIOGRAPHY O O 0 0 0 0 o o o c c o o o c c o o c c 178 APPENDIX 0 O O O O O 0 O O O O O O O O O O O O O O 18“ A REVIEW AND ANALYSIS OF THE HUMANISTIC SCHOOL CONCEPT. EMPHASIZING THE DEVELOPMENT or OPERATIONAL HUMAN OUTCOMES AND SCHOOL ' FACTORS CHAPTER I INTRODUCTION Introduction to the Problem Personal reading of professional literature during the past year has covered a broad range of educational concerns and Special interest. Throughout this time of concentrated study. it has become increasingly obvious that no matter in what special field one was reading. be it that of social-psyChology, curriculum, school administration, or philoSOphical foundations, a predominant theme was threa- ded throughout all of the contemporary literature dealing with education today. This constant theme eXpresses a concern for what the schools of today are doing. or not doing. to develop in- our youth. the specific types of skills needed for today's society. With notable consistency. the term ”humanistic” is used to describe the type of school that is needed to- day in America. The youth that would be educated in such 1 2 a school would, ideally, be a person that could be con- sidered, and known as a “more humane person". This is, of course, to suggest that our schools have not been con- cerned with turning out such a person from our schools, and that such is a desirable, if not necessary, goal for education today. To some critics, this theme would at first analysis seem to be nothing more than old song lyrics, with per- haps a different tune: more innovations and ideas for the school to carry out ineffectively. The concern, however, seems to take on new meaning, of greater significance, as the skills that are being considered as necessary, are held up to the test of meeting the growing and seemingly crucial problems of our fast changing and complex society. Different than in so many past periods of concern with our educational institutions, today's emphasis on a more ”humanistic school" and more "human persons", does not deal with any single new innovative idea, educational tool, or practice. Rather, it is an attempt to analyze more precisely, all that we think we know and understand about the social-psychological, emotional, and physical needs of youth, with special attention to both the cogni- tive and the affective skills needed. More precisely, these needs are being analyzed as they may be uniquely affected by the complex society of Egggy: a society noted for its great polarization on civil, racial, and other social issues; a society concerned with the problems of cybernation, 3 growing international problems, and questionable changes in the personal values of its peOple. It has been pointed out that the problem of "human- izing the school" is not a problem revolving around the restructuring of the curriculum; rather it is a matter revolving around the restructuring in the school of inter- personal relationships in such a way as will compliment the maximum growth, in all human aspects, of each indivi- dual.1 The emphasis of the ”humanistic school” should be Ion the people in the school, and upon what happens to those people as a result of their social interaction within the school'environment. The personal concern of the writer for these problems in our society, and a rather firm belief that our schools must play, and can play, a vital role in preparing future citizens that can face, analyze, and seek solutions to those problems, has provided the motivation for this stu- dy. It has been undertaken because of the belief that our schools stand to gain on behalf of students, if they can be helped to an understanding, and perhaps led to a self- examination, based on the ”humanistic school" concept. Acceptance by the sChools of the values inherent in the concept, may lead to a greater possibility that the citi- zen of the future will indeed be better prepared and equipped than he has been in the past, to meet the problems he en- counters in our American society and the total world. 1William E. Doll, Jr., "Humanizing Schools: A Problem of Curriculum or Personal Relations”, Phi Delta Kap an, Vol. 51, No. 6, February, 1970, pp. 335-33 Eggpose of the Study The primary purpose of this study has been to exam- ine the concept of the humanistic school, as it relates to that type of school and school program which would be seeking to educate and develop in the student, those quali- ties of person that would classify them as "humane persons". Directly related to the primary purpose of the study, the major focus of concern has been to define the "human- istic school" and the "humane person", in terms which would be operational; operational, that is, to the extent that there are presented observable and measurable defi- nitions, outcomes, conditions, and factors, for consider- ation and possible applications to the school evaluation process. At the outset of this study it was felt, and prOposed, that the intended investigation of the "humanistic school" could be directed toward the development of an instrument which could then be utilized for conducting a survey as an integral part of the problem. The purpose of such a survey would have been to examine the extent that certain factors and conditions of the "humanistic school" existed in selected secondary schools. As the study and review of literature pertinent to the concepts being considered progressed, however, it seemed increasingly obvious, that although such a measurement in— strument as suggested was still feasible, the significance 5 of carrying out the originally proposed survey was becom- ing lost to the more important task of operationally de- fining the concepts of the "humanistic school", and the ”humane person". As a result of this deliberation, it was decided to proceed with the development of the survey in- strument, but only as a secondary purpose of the problem, and to not conduct the intended survey within the scope of this study. Limitations of the Study Like most other research efforts, this study also has certain limitations which must be recognized at the outset. First, this study may be considered limited to the extent that it does not include a systematic account, or review of past curricular movements as defined by specific goals and objectives, or in terms of the type of school that may have existed at any particular time in our country's educa- tional history. The study was not intended to be a compara- tive analysis, either historically or philosophically, but rather the major effort has been to analyze a contemporary concept in such a manner as might lead to greater likelihood of future implimentation, aided by defining the concept in operational terms. Certain restrictions are imposed upon any effort to operationalize definitions as they relate to the human per- son and human growth, as well as to verify school conditions and factors that can be accepted as valid agents for change 6 in human behavior. This is no less true of the effort of this study, as it pertains to the concepts of the ”human- istic school" and the ”humane person". The inherent limi- tations of that effort leave ample room for the individual reader to seek greater refinement and testing of the Opera- tional school factors presented, and to study further the humane person characteristics offered, so as to enhance their capability for post-instructional assessment. No effort has been made in this study to suggest stra- tegies for implementation of humanistic factors or for ef- fecting necessary or desired change. Although there are implicit directions suggested throughout the discussion dealing with the concept, it is left for further study the determination of answers to such questions as creating cli- mates for change, appropriate leadership strategies, and similar concerns.2 It has been assumed for the purpose of this study, that those factors and conditions identified in the litera- ture as descriptive of a humanistic school, can be accepted as valid descriptive elements of that concept, based as they are on the best professional judgement and experience of the many writers and scholars cited. This must, however, still be a delimiting factor of the study, inasmuch as many 2The reader is referred to the following study that does give attention to the process of change in the school as it deals with the humanistic concept. Leland W. Howes, ”Towards a Humanistic Model of School Organization Development”,(unpublished doctoral dissertation, Michigan State University, College of Education, 1969) 7 of these factors remain to be tested and evaluated as to their effectiveness in producing humane persons through the educational process. Although there is bound to be debate as to which such factors and school conditions will lead to the development of humane persons, if any, the wri- ter accepts for the purpose of the immediate study, that those factors cited will have humanizing influences on the students. For some, various aspects of the ”humanistic school” concept will seem radical and a questionable departure from current and traditional practices. As stated above, others will question either the basic value of the concept, or its feasibility. Any resolution of such contrasting views will be resolved only through a careful analysis involving, not only psychological-social concerns, but also philosophical deliberations. 2225622229_2£_222_££22193 The concept of having a more ”humanistic school“, aimed at the development of a more ”humane person”, as a goal to be achieved on behalf of the secondary school student, is not entirely new. At least two years ago, those whose pro- fessional interest centered on secondary education and our- riculum, emphasized ”humaneness" as the most critical need of youth in American secondary education.3 This entire publication expressed its concern for youth as the prime focus Of attention by devoting the issue 3Association for Supervision and Curriculum Development, Nea, Perceivi Behavi Becomin , 1968 Yearbook, Wash. D.C. 8 to a search for new social-psychological insights into edu- cation needed for today. Muriel Crosby, President of ASCD for 1968-69, suggested at that time that if schools were to ”survive the student revolution for relevancy, the teachers insurrection for professional status and welfare rights, and the social revolution which would take the direction of the school away from professional educators, then secondary educators had better be amongst the first to understand and implement in their schools, the humanizing forces that must change the way we attempt to educate our youth."u Although professional educators may debate and not al- ways agree on how, or at what levels, to meet the challenge of accountability, few would deny that the schools must be accountable for what they achieve as institutions serving society today. From such self-examination has come the con- cern for and expression of need to "humanize” our schools. At least some of the impetus that has lead to this analysis of educational needs may be considered to be the abundance of criticism being levied at our educational institutions today. Even though educators themselves have increasingly placed much emphasis on assessing school accomplishments, recent years, and in particular the past year, has seen our educational systems exposed to exceptionally harsh indict- ment, such as a recent critic who noted that unless schools Muriel Crosby, Humanizi the Secondagy School, ASCD Washington, D. C., 19 9 make drastic changes fast, they won't need to bother because the students will have torn them down anyway. The broad scope of the criticism of the school's service to society has been summarized by Rubin5 as follows: 1. Critics allege that the schools lack a rigor, clarity of purpose, efficiency, and a prudent economy. 2. The charge is also levied that schools are a monolithic bureaucracy, preoccupied with convenience and tradition, depersonalized and uninterested in each child's life en- vironment, unable to provide for the child who is in any sense unusual, and concerned more with herding youth than with their nurturing. Such criticism, if not totally with merit, at least has been considered by most educators to be a valid point for consideration and further study. Recognition has been accorded the fact that schools need to give greater atten- tion to the particular educational needs of their local cli- entele. This analysis must center more on the unique needs of each student in the school as an individual person. It must be noted here that this reference to the unique needs of the individual student should not be interpreted to imply or mean that within the humanistic school concept, each student is considered to have unique abilities. To sub- mit that view would be to assume a position that some stu- dents have a different potential for learning, or innate limitations on their ability to learn. Although it is 3Louis J. Rubin, "Prologue: New Skills for a New Day", Life Skills in School and Societ , Assoc. for Supervision and Curr c. Deve Opment, 9 9 Yearbook, Wash. D.C., p.4 10 recognized that a small percentage of students diSplay learning difficulties for which previous social experiences offer no explanation, the basic position that a majority of students have the ability to learn at a common level of achievement is one which the writer finds in harmony with the humanistic school concept, as it is being defined by the many scholars that have been reviewed. As further clarification of any future reference in b/” this thesis to the concept of "meeting the unique and indi- vidual needs of each student", it is submitted that this principle arises from the recognition that as the schools realistically deal on a day-to-day basis with each student, there exists today in our schools a wide disparity in the extent to which each student has already acquired certain basic skills, has developed certain attitudes, values, and in general is ggggy to meet any learning expectations which the school society might impose on him. It is to these needs, which are generally found to be different for each student, that the reference is made in calling for an education which will help each student to grow to the maximum extent possible, during the time he may be influenced by the school as an institution and society of which he is a part. Much criticism that seems to have validity is that which says that our.approach to deveIOping intellectual skills is irrelevant, in that it shows a lack of concern for the personal development of the student and the overall 11 betterment of society, plus the fact that his education is too far removed from the real community life and world in which he lives. We are further charged with making know- ledge too compartmentalized, narrow, and disjointed, so that such never becomes a part of the student's ability to deal with his real world. Some educators have noted that "education is a thought- less reflection of our culture, perpetuating the prevailing economic and social errors and being victimized by ingrained prejudices which it does not, but should itself recognize."6 Another indictment would say that the schools are hopelessly rigid and as such, any innovative ideas which might have educational value and merit are predestined to fail. To the extent that the criticisms have validity, there may be some clues regarding the kinds of skills that we should try to produce, and the way in which we seek to produce them. Rubin7 suggests that we should determine essential skills needed by looking "not at the abstractions and arti- facts of subject matter, but at the way people live". He also suggests that better opportunity should be made of the opportunities for skill development outside the school, in the regular activities of the students' community. In judg- ing our success in producing people who are prOperly skilled, we should look more at the way they reapond to their life circumstances, rather than attempt to measure their abili- ty solely on how they accomplish a specific school assignment.8 61bide. pg. ’4', fibide’ p053 Ibid. 12 All of the criticism seems to have said, in one way or another, that our schools have plainly failed to identify, and meet, the real needs of youth as they are related to the society of today. It has been noted that the mere acqui- sition of skills that will allow the student to eventually become gainfully employed has always been a chief concern in our schools, but no longer will suffice as the major con- cern and objective for our schools. A recent national news service article typlifies this reaction in stating: Education seeks to provide children with knowledge and skills to compete in a modern world, but most scholars submit that this is no longer enough. They argue that schools now must concern themselves with the qualities that make life meaningful in an impersonal urban society, and enable pgople, freed of drudgery, to live cre- atively. Attention is called to the fact that schools are now preparing youth for a different world, one which never will exist again, at least not as we know it now. Throughout the many commentaries on schools and society today are fre- quent references to the human difficulties we see in (1) tol- erating social change, (2) the public's tendency to polar- ize its views on social problems, (3) the decline of puri- tan values, (A) the lack of involvement in civil concerns, and (5) the many signs of the individual citizen's uncer- tainty with his personal way of life. Having dealt with the age of rapidly advancing technology, we now find our- selves in the position of fighting the problems created by 9Uhited Press International, Michigan State News, (East Lansing, Mich.), January 7. 1970, p. 5 13 that same technology. Concerned with such criticisms, and reaponding with their own self-analysis of education as it exists today in our schools, contemporary writers in the field of secondary education have notably focused attention on what the school should be in terms of the youth it serves, and on that youth as a "humane person". With the student in.mind, the school is then discussed in terms of it being a more "humanistic" institution. Clear- ly, the writers are stating that humanizing the entire edu- cational process would do more than we are presently doing to better prepare youth who are capable of facing and sol- ving the problems of self and society. The school's tasks are defined on one hand as the de- velopment of life's skills considered necessary for the youth of today, in order for him to take his place in our rapidly changing society. The 1969 Yearbook of ASCD, dis- cusses these basis skills as: (1) Cognitive skills of pro- ductive thinking, (2) Skills of emotional management, (3) Skills of being (knowing one's self, others, and one's re- lation to others), and (4) Skills of compassion (also re- ferred to throughout the literature as the "skills of car- ing”) and competence. In the view of the contributors to that publication, the development of such skills would lead to the deveIOpment of a more "humane person". Thelenloincludes two basic themes in his discussion of the concept of a "humane person". He defines these as l4 (1) Enlightment, and (2) Compassion. He further describes one who is enlightened, as one “who acts with wit, wisdom, Openness to ideas, and one who inquires, appreciates, and knows man by his achievements, accomplishments, and aSpira- tions.“ The second aSpect of the humane person, which he entitles the skill of compassion, may be summarized as that characteristic that involves caring for others. Macdonaldllelaborates on the school in relationship to the humane person, suggesting that a curriculum design for a school should be focused directly upon the "creation of conditions for fostering the development of better human beings, and that such a school would, by definition, be a humanistic school." He characterizes the humane persons that would be developed in this school as people who: 1. Are committed to the value and worth of each and every human being--as central to the value of existence. 2. Are aware of the potentiality which lies within themselves and others, and the so- cial, intellectual, physical, and emotion- al possibilities of their environment for furthering and creating potentiality, 3. Are aware of the possibility of improving their present personal and social situations, and are skilled in the processes of seek- ing and bringing about such improvements. The preceding material has attempted to sample the con- cerns and criticisms that have provided much of the impetus '__—_IOT H. A. Thelen, "The Human Person Defined", (From a paper presented at the Leadership Conference on "Humanizing the Secondary School", Assoc. for Supervision and Currie. Development, November, 1967 15 and led to the greater emphasis in the field of secondary education upon the concept of humanizing our schools. It has also attempted to briefly show the efforts being made to define and describe what the schools might do to meet the needs of youth today, and the type of schools that should be developed to meet these same needs. At this point, one could critically observe that this emphasis towards a more humane approach for education, has a familiar ring. The endorsement of teaching that develops critical thinking skills, the capacity to interact effec- tively, and individuality of instruction, is not a new theme in the professional literature. While it is recognized that many schools will speak to such aims and concerns, in their formal statements of philosophy. aims, and objectives, the assumption is made in support of this study, that most schools have not incorporated such instructional objectives and purposes into practice. It is further assumed that effort directed toward greater "humanizing" of our schools, and the development of humane persons, is worthy of our atten- tion, if we believe that our schools, and the role they fulfill in our society, are important to the development of prOperly educated youth for today and for the future. Siggificance of the Study The previously discussed criticism of education today, and the resultant reaction to that criticism, does serve .llJames B. Macdonald, "The High School in Human Terms: ~ur icu um Dssién" anizing the Sec. School, ASCD, NEA, as ing on, . . l , pp, 35-54 16 some useful purpose in that it has focused attention on assessment of the school more directly as it relates to youth. At least some of the significance of this study lies in the very fact that it deals with a most important ques- tion facing the schools of today, ”To what end do we now educate?" More broadly, the concepts which are studied, are basically concerned with that type of person to be sought, the directions the school will take to produce such persons, and the types of human goals that should guide the school in modern day society. It is felt that this study, by providing an extensive but consise review of what many scholars and professional writers have set forth as the needs of youth today, as it relates to the tasks of the schools, can provide greater understanding and clarity of purpose for those who have the responsibility for curriculum deveIOpment and instruction- al improvement in our schools. This study should be useful to curriculum workers, administrators, and teachers for several reasons. First, the concepts of the humanistic school and the humane per- son, suggest new directions, new emphases in the learning processes, and new priorities, for consideration. Secondly, the stating of desired school conditions, and human out- comes in operational, observable terms, should provide a basis for future implimentation of the studied concepts, into school practice. 17 Third, by focusing attention upon these concepts, set forth as worthy and desirable for inclusion in secondary school programs, schools may be encouraged to explore the concepts as they apply to local school conditions, and to indulge in self-evaluation, focusing on humanistic school concepts. Fourth, the information presented may help a school to identify and capitalize, on features already ex- isting in their school that may be considered humanistic in nature. Finally, focusing the attention on the humanistic characteristics of a school should lead to greater interest and further study in assessing the effects of schools on behalf of their clientele, in terms of humane person be- havorial traits. The Goals to be Sgggh: Literature reviewed pertinent to this study has re- peatedly emphasized that the “humanistic school" can be defined and considered only in terms of the student, or that person whom would be called the "humane person”. It is correctly noted that the school is to be considered "humane" only if indeed, it does produce "humane persons". Also noted is the point that when the question ”to what end do we educate for modern society", is asked, the only acceptable response can be that which focuses on the out- comes and results of education. More specifically, the concern must be with the type of person that our students 18 must become as a result of their expoSure to the education- al process.. As far as that process is concerned, and any evaluation that deals with that process and the schools themselves, such examination.must be made based on a cri- teria that has as a basic foundation, desired student beha- vior set forth as the goals to be achieved. As it pertains then, to our concern for a humanistic school, it seems desirable to begin the analysis with a more thorough definition of the type of person, the humane person, whom we are seeking. Chapter II will be devoted to this effort. CHAPTER II THE HUNANE PERSON DEFINED Introduction The major thesis of this study deals with the concept of humaneness as it pertains to human beings, and humanism as it applies to our schools. The humanism with which we are concerned has often been referred to as "social human- ism". Essentially, social humanism reflects the concept of man's making himself, in the process of being made in history. In this process, man is supposedly free from ab- solutes to become almost unlimited in potentiality. Because of this unlimitedness, man is looked upon as being remol- ded in each generation into newer, more human beings: Shaped by history, influenced by his social interaction experiences but yet capable of shaping history himself and making de- cisions affecting his own personal life.12 Most of the writers reviewed agree that the humane person cannot be defined apart from his society and personal situation. In this view, humaneness is basically a quality of experienceing or interacting. Therefore, to observe humaneness, one can only look at a person in the context of James B. Macdonald, "The High School in Human Terms: Curriculum Design", Humanizing the Secondary School, Assoc. for Supervision and Currie. Develop.,NEX, 1969, pp. 35-53 19 20 the society in which he finds himself. As it pertains to the school, humanism then can be sought in seeking to pro- vide those social conditions which will foster the develop- ment of desirable humane behavior traits, such as will be presented in the following pages. General Chagactepistigg Efforts to describe the humane person have taken on a variety of forms by the different writers discussing pos- sible goals for education in today's society. Some have to do with a student's becoming intellectually autonomous and willing to trust his own judgement. Others stress the acceptance of responsibility for one's own actions, plus the importance of having certain skills which deal with how to use knowledge, draw inferences from it, while seeking better solutions to social and personal problems. Hamil- ton13 suggests that these are the truly humanizing goals of education. "These", he states, "are the things that make an educated, self-sufficient person able to deal con- fidently and insightfully with the ever-increasing com- plexities the future holds for all of us". An initial analysis of this interpretation of the current "humanism" could lead to the conclusion that there exists a contradiction between the individual being devel- oped as a product of his social environment and interactions, 13Norman K. Hamilton, "Alternatives in Secondary Edu- cation”, Humanizing the Secondary School, Op. Cit., pp 1-5 21 as previously suggested, and the humane concept of his de- velopment as a self-sustaining, autonomous person. Such a conflict is entirely possible, unless it can be accepted that there can be a balance or reconciliation between the two positions. It is the premise of this study that there can be this balance. This is to say, that while it is recognized that a person is a product of his social environment and person- al interactions with others, he must also be a person who has a mind of his own. He must, in Spite of being influenced towards certain behaviorial norms by his social group and the norms of that group, learn to make intelligent deci- sions regarding his own behavior. This does not negate the possibility or desirability, that these personal deci- sions regarding "right” behavior, will be heavily influenced by the larger group of which he is a part. Unless he does develop this individuality, he may well conform to the group norms, but may do this passively, even unwillingly or resentfully. As such, his membership in the group will be of little value, to him or to the group: he will likely be a non-contributing member; he will be a member in name only. It is submitted that any group made up of such non- thinking persona must be questionable as to it's social val- ue. It also must be questioned then, who will make decisions regarding the group norms and behavior which will be accep- ted and retained in the face of contemplated change. Such 22 a question can lead one to speculate on the potential for undesirable influences to be brought to bear upon a group by a few, dominant (dictatorial) personalities. As is emphasized later in this study, the humane per- son, while deveIOping and protecting his self-autonomy, will participate in his social group and will be influenced by that group towards participating in desirable group goals, behavior, and norms. He will be effective as a group member because he is capable of sharing in the group deci- sions, as well as making personal decisions based on his own perceptions of his role in the group and the interrela- tionships involved. Ideally then, the humane person will be self-sustaining to the extent that he will make his own decisions regard- ing his own behavior and actions. Hopefully, these deci- sions will be those which are compatible with those of the social group of which he is a member. It is submitted that such self-determined decisions will have greater las- ting influence on his future behavior and life, than will a passive conforming to group norms. Macdonaldlalso emphasizes the importance of the "social conditions" as being significant for the development of the ”humane person". He points out that in order to become at least minimally humane, an individual must learn to interact with others: in the process, he learns to see himself and luMacdonald, 92. Cit. 23 his world as others see him. Implied here is the fact that most students will require greater help and guidance in understanding and analyzing such self-perceptions of one's person in relationship to the larger group of which they are a part. Opportunities for students in our schools to study such social phenomenon as group dynamics and group influence on individual behavior, should not be considered beyond the scope of our educational programs of the future. Monez and Bussiere list what they consider to be de- sired traits and characteristics that would typlify the developing humane person as he moves through the high school and which would be valued in those individuals who "are to a high degree healthy, selfactualizing, contributing mem- bers of society".15 General qualities which they consider to be of value for the humane person are: (l) Autonomy and sensitivity to experience: (2) Open-endedness and respons- bility: (3) Objectivity and involvement; (4) Complexity and perfection' and (5) Spontaneity and creativity. In addition to the above general statement of humane person characteristics, Monez and Bussiere provide some in- dications of specific behavorial traits that might be ob- served in the humane person. These are summarized as follows: 15Thornton B. Monez and Norman L. Bussiere, "The High School in Human Terms", Humanizing the Secondary_Schools, .920 Cite, PP. 8-16 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 24 The student displays a real curiosity for knowledge. The student shows a willingness to try learning experiences that he has not tried before. The student is willing to venture into new things without being overly concerned with making mistakes. The student is flexible and tolerant of con- flicting answers as solutions to problems; he is able to adapt as he sees a course of action for which he can be personally reSponsible develop. The student diSplays the ability to be ob- jective: he is able to view situations or conditions in a detached way. The student has sufficient self-confidence in his decisions regarding issues that he is able to become involved personally in those which affect him. The student shows signs of being able to take the initiative in involving himself and others toward bettering the human situation. The student does not frustrate easily when confronted with new knowledge and facts, even when such facts grow in complexity. The student is not afraid to take a chance on his intutition, spontaneity, and imagi- nation, as he draws upon his thinking pro- cesses within various learning situations. The student indicates by his behavior that he has self-respect and an appreciation for his own abilities and potential. The student shows by his actions that he is able to accept others as they are, seeing that their unique differences add to each persons worth. In contrast to these "humane person" characteristics that are submitted as desirable for development in our youth, 25 Monez and Bussiere also suggest some alternate traits of behavior that may be considered less desirable than those just presented. One might evaluate these as to whether they are not more typical of the students that we have been turning out of our schools in the past. Such undesirable traits might find students who: .....depend on others to lead them to ready- made conclusions, and to mechanically dis- pensed information and knowledge. .....have as their major interest, just the obtaining of good grades and scoring well on tests. .... show reluctance to cope with the unknown: to risk a reaponse that might be in error. .... fail to recognize and seek possible alter- nate solutions as correct. .... shrink from taking responsibilities for the consequences of their own thoughts and actions. .... tend to be passive, neutral, or indiffer- ent, rationalizing their unwillingness to become involved when situations call for direct engagement. .... are inclined to be unimaginative, lacking in creativeness and spontaneity of ideas. .... tend to be distrustful, indicating a belief that human conduct is motivated generally by self-interest: is basically cynical to- wards the world. .... generally lack faith in themselves; have a poor self-image. .... are awkward in interacting with others: have little respect for others. Thus we have available contrasting views of what a humane person, in part, might be, compared with one who 26 might be considered as less than a complete, or humane person. Like most others writing on this subject, Montague stresses the importance of the student, as a humane per- 16 What is suggested is son, ”setting himself in order". that before one can mean much to someone else, he must first mean something to himself. In Montague's words: Setting oneself in order is basic for practicing good human relations, .... it is personal influence that determines the size of a life, not words or even deeds. The edu- cator stands in a critical position in rela- tion to the making of humanity and humane persons. Presented for consideration is the thought that the schools should be concerned with teaching youth to become persons who: (1) recognize that it is not external values that matter so much as internal ones, at least that external values must be supported by internal ones (which Montague cites as love, integrity, and courage): (2) have the abil- ity to think clearly and soundly so as to know what know- ledge is for: and (3) Possesses the necessary skills, tech- niques, and knowledge which would enable one to realize himself through his relationships with his fellow men. Brameld suggests that we would, if we met our reSpon- sibilities in the school, help the youth of our time to move towards "social-self-realization". To accomplish this, the person needs the opportunity to develop his own personality. Particularly this is so, he states, as the 2? personality is integrally related socially to other human beings. Social self-realization involves "maximizing the potential powers of creativity and fulfilling the indivi- dual person, in relationship to mankind as a whole."17 Theobald sets forth four major purposes in life for the human being of the future. First, there is that of self-development, both physical and mental. Second, per- sons would become involved in human relationships. Third- ly, the person would actively engage himself in human ser- vice to others (which he suggests would dispose of any need to fear that there won't be enough things for peOple to do in the future). Lastly, persons would be involved politically in the creation of the good community, locally, nationally, and internationally.18 Rogers summarizes his discussion of "the fully func- tioning person" by presenting what he calls his "theoret- ical model of the person who would emerge from the best of education; the individual who has experienced optimal psy- chological growth".19 .... a person functioning freely in all the fullness of his organismic potentialities; a person who is dependable in being realistic, self-enhancing, socialized, and appropriate in his behavior; a creative person, whose specific —17Theodore Brameld, "A Philosopher Looks at the Changing Values and Needs of Youth", The Current Values and Chan in Needs of Youth, Report on Conference on Youth, Connecticut SecondaryEYOuth Project, 1966, pp. 31-41 18Robert Theobald, "A Socio-Economist Looks at the Current Values and Changing Needs of Youth", Ibid. pp 43-55 19Carl R. R0 ers, Freedom to Learn, (Columbus, Ohio: Charles E. Merril . PubITT—19597_557-295 28 formings of behavior are not easily predic- table: a person who is ever changing, ever developing, always discovering himself and the newness in himself in each succeeding moment of time. A similar view of youth is taken by Gibson in stres- sing the affective domain of development (not to the ex- clusion of the cognitive skill development), which he cites as values, attitudes, commitment, and overt behavior. A person apprOpriately educated would in his judgement be: 1. ... a person who seeks to maximize all pos- sible avenues for intellectual growth: 2. ... one who lives within the rules of the game of the governments under which he lives but also participates, in an enlightened manner, in shaping or changing the rules of the game; and 3. ... one who believes in, and enacts patterns of democratic intergroup relations, who ac- cepts responsibility for most of his economic and social behavior, and who contributes wherever possible to the well-being of his fellow man.20 In reviewing the general characteristics of the humane person, as presented briefly in the preceding pages, repea- ted concern is expressed for the student having the oppor- tunity to develop (1) cognitively, (2) psychologically, and (3) socially, as it pertains to his relationships with other persons. In addition to these general concerns for the hu- mane person, frequently suggested or implied also has been the fact that if the student is going to properly educated for the 70's, certain skills must be acquired. If it can 20John S. Gibson, "Needed: A Revolution in Civic Edu- cation", Seconda Education in an Environment of Change, (NASSP BulIetIn, VoI. 337. May 1969, pp.‘ 9-64 29 be accepted that students will need to have certain skills, then it behooves us to examine more specifically, what these skills might be for the humane person we seek. Skills of Compassion The basic question of concern for a humanistic school and the educational process deals with determining what goals and human results we wish to attain on behalf of youth. If any one facet of the humane person can be identified as having received the greatest emphasis, it is probably that having to do with that skill some have called "compassion", and the ability to relate comfortably without hesitation, with one's fellow human being. Brandwein points out that although education for "competence", as we have practiced it in the past (i.e. competence in mathematics, linguistics, science, and other subjects), is still needed, it is not enough. It is not enough, he says, because it too often neglects the importance of ”feeling", which is also, or should be, an asset of the educated person. “The educated person", he emphasizes, "understands the humanness of human beings. He does not allow technical skill to destroy his compassion, neither does he equate rule and law with the 21 His basic posi- toleration of man's inhumanity to man." tion is that for the humane person to become a reality, we must educate for both ”competence" and "compassion", which he maintains are learnable and therefore, teachable in the 21Paul F. Brandwein. "Skills of Compassion and COmPe' tence", Life Skills in School and Societ , ASCD, 1969. 920 EELS. 9 pp. IBI-ISJ. 30 school. If the school achieves this goal, the student would have those skills which are essential to the acqui- sition of knowledge (he would learn how to learn) and those which would enable him to replace old knowledge with new, and to use his experiences and insight to clarify previ- ous misconception and error. The student, in possessing skills of compassion, would have the ability to respond to all aspects of his environ- ment as a sensitive human being: sensitive to himself, and to others. In total, he would have the skill which would permit him to translate his knowledge and beliefs into rea- soned behavior, and to act with rational intelligence.22 Lack23also expresses concern for the student acquiring skills of compassion (termed as "love" and "caring" in his discussion) which he submits should be basis for organiz- ing the curriculum of our schools. He states that these "aspects of love are basic to the learning that takes place to fill human needs. That is to say, learning experiences. in that they fulfill human needs, are structured by love." Maslow too submits that the quality of love is a basic part of humaneness. ”The need for love", he states, charac- terizes every human being that is born. Love exists as an 521bid., p 133 23Clarence A. Lack, "Love as a Basis for Organizing the Curriculum", Educational Leadership, Vol. 26, April, 1969: PP. 293-5 31 essential core in humaneness and must be allowed to express itself as love, without which no psychological health is possible."2u Thelen, in considering a definition of the humane per- son, submits that there are two basic aspects of the concept. These he cites as (l) enlightment, and (2) compassion. As it pertains to the aSpect of "enlightment", he defines the person with this attribute as one who ”acts with wit, wis- dom, and openness to ideas: he inquires, he appreciates knowledge, and he knows man by his accomplishments."25 These constitute, in his judgement, the cognitive skills needed by the humane person. Like many other writers, Thelen gives much emphasis to the skills needed for compassionate behavior and "caring" for others. In discussing this, he points out the abund- ance of inhumanity that exists today in our society because of people not truly caring for or about each other. People are, he submits, caught up in self-concern for their own well-being, to the exclusion of concern for the well-being of their fellow man. He cites the inhuman considerations brought to bear on persons through the bureaucratic, imper- sonal, and inconsiderate aspects of large organization, as found in aImost every man's life. Most people, he suggests, 2iAbraham H. Maslow, "Some Basic Propositions of a Growth and Self-Actualization Psychology", Perceiving, Behaving, Becoming, 1968 Yearbook, ASCD, p. 35 25Herbert A. Thelen, "The Human Person Defined", Humanizinggthe Secondagy School, Op. Cit., pp. 18-34 32 are to a large extent, directly affected by efficiency oriented, large organizations. These are characterized by patterns of Operation which deprive persons of any real voice in his work as to how he does it and give the indi- vidual little recognition personally for what he does or accomplishes beyond his immediate task. One might read in- to such discussion of general concern with being just a mem- ber of the mass, some note of commonality with those crit- icisms of the school that note the depersonalizing impact that many bureaucratic school organizations impose on the individual students. Although not explicitly listed, woven throughout Thelen's discussion of the humane person as a 'caring' individual, are behavioral traits that might be observed. This humane person would: 1. Openly profess a belief in equal Oppor- tunity for all men: 2. Show concern for the life condition of others and the common plights of man; 3. Put forth deliberate effort to make clear his acceptance and warmth of feeling to- wards others, regardless of their station in life: 4. Seek his own active involvement in any opportunity to be of help in bettering the circumstance§6in which others might find themselves. The importance of students deveIOping the trait of caring for others is of major concern to Berman in her 26 Ibid. 33 recent book in which she sets forth what she considers to be new priorities for the curriculum.27 Terming the desired traits as "loving" and "co-responding", she lists as the major facets (l) affection, (2) friendship, (3) er- os, and (4) charity. Some aSpects of the trait of loving which are considered significant are offered as: .... It increases with use, particularly with larger numbers of persons involved (which is to suggest that perhaps it is contagious): .... It is not always sought: it often just happens without awareness, a type of shar- ing: .... It involves a kind of 'caring' which asks nothing in return: it is self-fulfilling: .... It respects the integrity and freedom of the individuals of both parties: .... It is marked by a noteworthy tenderness: it is both empathic and detached: .... It is concerned primarily with the inner qualities of the human person. Comparatively analyzed, Berman suggests that the trait of caring will normally be found at either of two behavior- al levels, called superficial or fundamental. Regarding the interactive behavior of persons in a group, various forms of caring behavior might be noted as set forth in Chart No. l, and as taken from Berman's discussion. It may be con- cluded from her presentation that those types of behavior which she catergorizes as 'fundamental', are those which might also be sought in the humane person. 27 Louise M. Berman, New Priorities in the Curriculum, (Charles E. Merrill Publ. 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