Editing Carl Rogers (section)

=== Learner-centered teaching ===
The application to education has a large robust research tradition similar to that of therapy, with studies having begun in the late 1930s and continuing today (Cornelius-White, 2007). Rogers described the approach to education in ''Client-Centered Therapy'' and wrote ''Freedom to Learn'' devoted exclusively to the subject in 1969. ''Freedom to Learn'' was revised twice. The new Learner-Centered Model is similar in many regards to this classical person-centered approach to education.
Before Rogers's death, he and Harold Lyon began a book, ''On Becoming an Effective Teacher—Person-centered Teaching, Psychology, Philosophy, and Dialogues with Carl R. Rogers and Harold Lyon'', that Lyon and Reinhard Tausch completed and published in 2013. It contains Rogers's last unpublished writings on person-centered teaching.<ref>Rogers, Carl R, Lyon, Harold C., Tausch, Reinhard: (2013) On Becoming an Effective Teacher—Person-centered Teaching, Psychology, Philosophy, and Dialogues with Carl R. Rogers and Harold Lyon. London: Routledge</ref> Rogers had the following five hypotheses regarding learner-centered education:<references group="Rogers, Carl R, Lyon, Harold C., Tausch, Reinhard: (2013) On Becoming an Effective Teacher—Person-centered Teaching, Psychology, Philosophy, and Dialogues with Carl R. Rogers and Harold Lyon. London: Routledge:" />
# "A person cannot teach another person directly; a person can only facilitate another's learning" (Rogers, 1951). This is a result of his personality theory, which states that everyone exists in a constantly changing world of experience in which they are the center. Each person reacts and responds based on perception and experience. The belief is that what the student does is more important than what the teacher does. The focus is on the student (Rogers, 1951). Therefore, the background and experiences of the learner are essential to how and what is learned. Each student will process what they learn differently depending on what they bring to the classroom.
# "A person learns significantly only those things that are perceived as being involved in the maintenance of or enhancement of the structure of self" (Rogers, 1951). Therefore, relevancy to the student is essential for learning. The students' experiences become the core of the course.
# "Experience which, if assimilated, would involve a change in the organization of self, tends to be resisted through denial or distortion of symbolism" (Rogers, 1951). If the content or presentation of a course is inconsistent with preconceived information, the student will learn if they are open to varying concepts. Being open to concepts that vary from one's own is vital to learning. Therefore, gently encouraging open-mindedness is helpful in engaging the student in learning. Also, it is important, for this reason, that new information be relevant and related to existing experience.
# "The structure and organization of self appears to become more rigid under threats and to relax its boundaries when completely free from threat" (Rogers, 1951). If students believe that concepts are being forced upon them, they might become uncomfortable and fearful. A barrier is created by a tone of threat in the classroom. Therefore, an open, friendly environment in which trust is developed is essential in the classroom. Fear of retribution for not agreeing with a concept should be eliminated. A supportive classroom tone helps to alleviate fears and encourages students to have the courage to explore concepts and beliefs that vary from those they bring to the classroom. Also, new information might threaten the student's concept of themself; therefore, the less vulnerable the student feels, the more likely they will be able to open up to the learning process.
# "The educational situation which most effectively promotes significant learning is one in which (a) threat to the self of the learner is reduced to a minimum and (b) differentiated perception of the field is facilitated" (Rogers, 1951). The instructor should be open to learning from the students and working to connect the students to the subject matter. Frequent interaction with the students will help achieve this goal. The instructor's acceptance of being a mentor who guides rather than the expert who tells is instrumental to student-centered, nonthreatening, and unforced learning.