Facilitation theory in point form

Carl Rogers and others developed the theory of facilitative learning. The basic premise is that learning will occur by the educator acting as a facilitator, that is by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors.

Other characteristics of this theory include:

• a belief that human beings have a natural eagerness to learn,


• there is some resistance to, and unpleasant consequences of, giving up what is currently held to be true,


• the most significant learning involves changing one's concept of oneself.
  

Facilitative teachers are:

• less protective of their constructs and beliefs than other teachers,


• more able to listen to learners, especially to their feelings,


• inclined to pay as much attention to their relationship with learners as to the content of the course,


• apt to accept feedback, both positive and negative and to use it as constructive insight into themselves and their behaviour.
  

Learners:

• are encouraged to take responsibility for their own learning,


• provide much of the input for the learning which occurs through their insights and experiences,


• are encouraged to consider that the most valuable evaluation is self-evaluation and that learning needs to focus on factors that contribute to solving significant problems or achieving significant results.