TaskBased Learning TBL and Humanistic Education HE

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Task-Based Learning (TBL) and Humanistic
Education (HE)

• Bonnie and Erin
• September 24, 2007

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• 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 1960s and 70s, 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)

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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.
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Abraham Maslows Hierarchy of Needs
Source Wikipedia
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• 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

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Comparing Humanistic Education (HE) and
Task-Based Learning (TBL)
The learning climate is student-centered Referri
ng to Moskowitzs 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)
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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)
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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)
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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)
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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)
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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)
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• 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.

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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)
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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)
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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.
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ACTIVITY Ground Rules for exercises 1.
Everyone gets listened to 2. No
put-downs 3. The right to pass No passes
because you dont 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 authors).
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A Possible Model for Humanistic Education
Pre-Task 2 Define Explain Topic
Pre-Task 1 Homework
Assignment
(Teacher correction in some activities)
Follow-up
Processing the Activity
Summarize Purpose and Learning
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Pre-Task
Pre-Task
Pre-Task
Assignment
(Error Correction)
Task
Planning
Report
Follow-up
Processing the Activity
Analysis
Practice
Summary
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Pre-Task
Pre-Task
Pre-Task
Assignment
(Error Correction)
Task
Planning
Report
Follow-up
Processing the Activity
Analysis
Practice
Summary
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Pre-Task
Pre-Task
Pre-Task
Assignment
(Error Correction)
Task
Planning
Report
Follow-up
Processing the Activity
Analysis
Practice
Summary
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Pre-Task
Pre-Task
Pre-Task
Assignment
(Error Correction)
Task
Planning
Report
Follow-up
Processing the Activity
Analysis
Practice
Summary
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Pre-Task
Pre-Task
Pre-Task
Assignment
(Error Correction)
Task
Planning
Report
Follow-up
Processing the Activity
Analysis
Practice
Summary
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• 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 (Maslows hierarchy)
  culturally biased?
• (adapted from Lynch, 1981, p.86 Herron, 1983,
  pp. 541-44, Smith, 1999, np Rinvolucir, 1999,
  pp. 210-202 Eyring, 2001)

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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
authors) 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)
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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?
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According to Gertrude Moskowitz, Many 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 authors) 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?
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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?
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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)
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How do you think that humanistic lessons would
work well with younger learners?
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Have any of you taught humanistic lessons without
really knowing you were using that approach?
Please share your experience.
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Thanks to Kerry for her early research, ongoing
support and wonderful snacks.