How We Educate Children: Teaching from a Humanistic Perspective

By Matthew Klaver, Human.Kind.Consulting

My Educational Experience: Two Very Different Worlds

As a child growing up in the 1980s and 1990s, most of my early classroom experiences fell under the umbrella of cognitivism, with elements of problem-based learning (PBL) and experiential learning woven in.

I attended elementary schools in Southern California where structured skill instruction coexisted with hands-on, exploratory learning. Phonics instruction and rote mathematical practice reflected the cognitive emphasis on building schemas and memory structures (Pakpahan & Saragih, 2022). At the same time, teachers created opportunities for experiential learning through field trips to places like water treatment facilities, orange groves, and the zoo. These experiences aligned with constructivist and humanistic principles emphasizing active engagement, real-world connections, and holistic learning (Cloke, 2022; Holt, 2023).

We also engaged in design projects, science experiments, and written reports that required application—not just memorization. From a cognitive load perspective, these types of experiences helped balance intrinsic and germane load by scaffolding new information while minimizing unnecessary distractions (Structural Learning, 2022).

In contrast, my high school experience in upstate New York was far more rigid and utilitarian. The curriculum was heavily science- and math-driven, designed with the explicit goal of producing engineers for the local General Electric turbine plant. Instruction reflected a “1950s space race” mentality—dominated by drill-and-kill math exercises and textbook-based science instruction.

Assessment relied almost entirely on Scantron multiple-choice exams, prioritizing memorization and standardized correctness over creativity, exploration, or critical thinking. There was little connection to humanistic principles such as intrinsic motivation, personal growth, or creativity (Holt, 2023). Success was narrowly defined by access to Advanced Placement (AP), International Baccalaureate (IB), and honors coursework.

When Education Misses the Human Being

As an artist and a sensitive young person struggling with self-esteem, my needs were not met in this environment.

The competitive culture became toxic—fueling bullying, unethical behavior such as grade manipulation, and rigid social hierarchies that fractured relationships within the school community. The absence of a humanistic approach left me disengaged. My intrinsic motivation to learn was not nurtured—it was suppressed.

It wasn’t until much later in life that I rediscovered my curiosity and love for learning, which I eventually pursued in college.

This experience shaped not only who I am—but how I teach.