Humanist approach in teacher-student relationships

Abstract

The humanist approach in teacher-student relations acts as one of the main principles and directions of personality-oriented training in the modern education system. This approach considers the student not as a passive subject receiving knowledge, but as an independent personality with individual characteristics, emotional needs, interests and potential. The main goal of humanistic pedagogy is not only to improve academic results, but also to ensure the development of the student's self-awareness, self-confidence, social skills and internal motivation.

The theoretical foundations of the humanist approach are mainly based on the ideas of scientists such as Carl Rogers and Abraham Maslow. Rogers' principle of "unconditional positive acceptance" requires the teacher to be empathetic, understanding and supportive towards the student. According to Maslow's theory of the hierarchy of needs, the formation of a high level of cognitive and creative potential is impossible without satisfying the student's needs for security, belonging and respect.

The humanistic approach to teacher-student relationships involves creating an environment of mutual respect, dialogue, cooperation, and psychological safety. In such relationships, the teacher acts as a facilitator and guide, not an authoritarian controller. Valuing the student's opinions, applying an individual approach, and positive feedback mechanisms increase learning motivation and have a positive impact on academic success.