Humanistic Curriculum by Accentuating Confluent and Consciousness Forms – An Overview

A curriculum that promotes the common good is also humanistic. "Father of Humanistic Psychology," Carl Rogers focused much of his career on implementing the findings of his psychological research into person-centred teaching, which identified genuineness on the part of the learning facilitator, empathy for students, and concern for their well-being as the essential characteristics of the most successful teacher. Confluent and Consciousness have been the two most popular humanistic curricular formats. Confluent education is defined differently by different people, although most people agree that it combines substance and effect. Curriculum decisions are impacted by the theological idea of transcendence, which is the sense of being beyond any condition or realization of being. It implies that students ought to be taught how one method of research in an area of study links to other specializations. Humanists hold that the fundamental qualities of a self-directed learner should include openness, creativity, a positive self-concept, ability, and clarity of values. A humanist educator facilitates knowledge acquisition rather than transmits it. It would be preferred to use participatory and discovery approaches as opposed to traditional didacticism, which teaches students to memorize what their teachers say. The humanistic teacher is concerned with the child's affective (or emotional) requirements in addition to their intellectual ones.