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1 reference
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- Vol 4 TE: App C
person-centered educationsignificant learninglearner autonomyfacilitative teachingempathic understandingexperiential learningparticipatory assessmentself-directed learningBook Evidence summaryAt a glance
Rogers applies person-centered psychology to education and argues that significant learning is active, personally relevant, and initiated in important part by the learner. He contrasts this with compulsory transmission of disconnected facts.
Key ideas
The educator’s central task is to facilitate a climate in which students can inquire, take intellectual risks, use resources, and accept responsibility for choices. Rogers describes three facilitative attitudes: genuineness or congruence, acceptance and trust, and empathic understanding of the learner’s perspective. He illustrates these ideas through classrooms, workshops, independent study, and participatory forms of evaluation. Freedom does not mean an absence of structure; learners and facilitators negotiate purposes, limits, resources, and consequences.
Why it matters
The book’s enduring proposal is that education should develop adaptable, self-directing people who can continue learning amid change, rather than merely reproduce information selected by authorities.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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