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Teorija facilitacije (facilitation theory) ponekad zvana olakšano učenje ( facilitative teaching), je humanistički pristup učenju koji se razvio tijekom 1980-ih od strane utjecajnog američkog psihologa Carl Rogers i drugih te je najbolje opisana njegovim riječima:
Rogersovo prvo područje interesa je bila psihologija i psihoterapija gdje je od 1940-ih počeo primjenjivati klijentu usmjerenu terapiju (client-centered therapy) koja promovira stajalište pomaganja ili savjetovanje (counsel) klijenta gledajući problem iz njegove perspektive. U drugoj polovici 1960-ih počinje primjenjivati sličan pristup na procese edukacije i učenja. Njegova početna vjerovanja su bila da su ljudi po prirodi dobri i zdravi te da sva živa bića nastoje što bolje iskoristiti svoje postojanje (tendecija samoaktualizaciji) (the actualizing tendency)).
In his works, Rogers addresses two kinds of learning3) introduced by earlier theorists4):
Rogers' theory therefore sees the teacher as the key role in the process of learning, but not as a walking textbook transmitting its contents, but as the facilitator of learning. The facilitation here occurs through the teacher's attitudes in his personal relationship with the students. Rogers suggests three attitudinal qualities necessary for facilitative practice (both in counseling and education). These so called core conditions are5):
Other tasks of teachers include establishing a pleasant atmosphere in the classroom and thereby facilitating learning and acquisition of new ideas by reducing possible negative effects of external factors. A facilitative teacher should also be open to new ideas, listen to students, pay as much attention to his relationship with the students as he does to the content he is teaching, encouraging learners to take responsibility for their learning and actions and to take self-evaluation as the highest form of evaluation. He should also use class feedback for further improvements.
Still, not all of the work during the educational process can be done by the teacher. Its effectiveness does depend on the learner as well. In order to contribute to their own learning, students should be:
If all the necessary conditions are satisfied,
Rogers' theory, as stated, has rather clear implementation goals, yet they are not always so easy to introduce to the classroom. Establishing a close contact with the students, getting to know them and offering them empathy and support requires a great amount of effort from teachers, who mostly ignore this side of educational process and orientate only on knowledge they are supposed to pass on to the students.
Some of Rogers' Advice for implementing the the core conditions are the following9):
Reported positive results of Rogers' theory in practice include: fewer disciplinary problems in the classroom, better knowledge and IQ test scores, usage of higher levels of thinking, fewer acts of vandalism, positive self-regard, increase in creativity and other.10)
Rogers' theory is criticized for similar reasons as other humanist theories: doubtable claim about the inherent human goodness, and willingness to learn.
Rogers, Carl R. The Interpersonal Relationship in the Facilitation of Learning. In Humanizing Education: The Person in the Process. Ed. T. Leeper. National Education Association, Association for Supervision and Curriculum Development, p1-18. 1967.
Theories of learning: Holistic learning theory. Oxford Brookes University. Retrieved March 22, 2011.