Carl Rogers: Conditions of Behavior in Children and Educators of Education
ONE: What are some of the conditions of worth parents attach to their children's behavior? When parents raise a child and that child is not praised on a regular basis for the naturally good and sweet things that children will do, but instead, is given credit or praise only when he or she avoids doing things parents say are bad, that is "conditions of worth." It happens to a lot of people. So, my parents praised me sometimes because I didn't hang around with people that my parents thought were unworthy, or "bad." So I had a lot of anxiety about doing the right thing because I didn't want to get into trouble and be kept in the house on restriction. I kept my friends, my real friends, a secret from them, and they showed their happiness in believing that I had made "good choices" in my friends; choices they agreed with, of course. "I really like your new friends," they would say, when I brought people over who were more like acquaintances, not true friends, but I wanted them to praise me and not make me feel bad about my choice in people to hang out with.They also gave me positive responses when I did not grumble about having to go to church, but they didn't know that I was just play-acting, and that I really was unhappy being somew
here I didn't want to be. I also placed conditions of worth on my parents, by giving them praise when they didn't say "old fashioned things" about the youthful generation. I hated to hear them say "when we were young" or "in my day, we never got to have cars and computers." They stopped saying that, and it made me happy, and they knew it, even though they still believed that my generation "has it real soft" and "everything was handed" to us. TWO: Rogers' view of educators and of education: Carl Rogers did not believe in the kind of education which simply forced students to become "well-informed technicians who will be completely amenable to carrying out all orders" of authority without even asking a question of thinking about what is being taught. That's what he complained about as far as many educators' style of teaching. He supported student-centered teaching, of course, because that format allowed students to learn to think, not just react. Helping students to learn to solve problems was far more important to Rogers, than "producing a student who can reproduce certain informational material" (Rogers 388). He was upset at teachers who trained students to "reproduce the thinking" of the teacher, and I agree wholehearte
Some common words found in the essay are:
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Approximate Word count = 828
Approximate Pages = 3 (250 words per page double spaced)
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