recognized in classroom practice in such things as invented spelling, whole language, affective curriculum, the child-centered approach, and cooperative learning. In each of these approaches to understanding human development, curriculum design and teaching practices, the child's observations and interpretations are highly respected. Humanistic theorists believed that educators, and those who direct programs for children, should focus on the self and create a variety of experiences from which learners can acquire information. In this endeavor, many humanistic teachers discovered the philosophy of John Dewey who had espoused similar practices in the early 1900s.
As of now, humanistic education is seldom spoken of in current educational forums, but curriculum reforms that emerged from its 1960s and 1970s popularity have left us with an enriched collection of affective teaching and learning improvements.
Present-day educational programs and practices have also been enriched by the philosophical and theoretical variations that have been described in literature and made available to educational planners and practitioners. This literature has, among other things, informed educators that an understanding of the role of self and experience in human development is essential. It is within this context that cognitive style theory has emerged as an important development in professional approaches to classroom teaching and learning.
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