As described in the Lange’s article, humanist education is built on two major principles. Firstly, humanist aim to develop self-actualization for every student. Some may argue that this is too optimistic due to the large scale of MOOCs. However, it is possible that students are pursuing knowledge as a way to develop their potential on their own journey of self-actualization- another aim of adult education as described by Darkenwald and Merriam. Second, “student-centred teaching is founded on respect and the idea that a teacher only facilitates, not dictates, learning” (Lange, 2006, p. 100). A key idea of MOOCs is that a teacher can provide the information needed but it’s up the learner to connect and apply what they learn. Unlike humanism, behaviourism contradicts fundamental aspects of MOOCs. One component of behaviourism is the assumption that “learners will always be controlled by something or someone, rather than freely being able to determine their own path.” (Lange, 2006, p. 96). However, adult learners are adults. They have their own previous knowledge, experience, and established values and beliefs. They identify their own needs and integrate new knowledge with the old. Thus, like the postmodernist idea that teachers can be a “guide,” they shed their authority and allow learners to take charge and connect the dots in what they
As described in the Lange’s article, humanist education is built on two major principles. Firstly, humanist aim to develop self-actualization for every student. Some may argue that this is too optimistic due to the large scale of MOOCs. However, it is possible that students are pursuing knowledge as a way to develop their potential on their own journey of self-actualization- another aim of adult education as described by Darkenwald and Merriam. Second, “student-centred teaching is founded on respect and the idea that a teacher only facilitates, not dictates, learning” (Lange, 2006, p. 100). A key idea of MOOCs is that a teacher can provide the information needed but it’s up the learner to connect and apply what they learn. Unlike humanism, behaviourism contradicts fundamental aspects of MOOCs. One component of behaviourism is the assumption that “learners will always be controlled by something or someone, rather than freely being able to determine their own path.” (Lange, 2006, p. 96). However, adult learners are adults. They have their own previous knowledge, experience, and established values and beliefs. They identify their own needs and integrate new knowledge with the old. Thus, like the postmodernist idea that teachers can be a “guide,” they shed their authority and allow learners to take charge and connect the dots in what they