Abstract
A humanistic psychology framework grounds Carl Rogers’ theory, research, and practice. General insights from Rogers’ person-centered approach make the case for the importance of attending to issues of authenticity, dialogical relationships, self-actualization, and existential freedom. One key highlight is the way Rogers utilizes psychotherapy to challenge clients in re-claiming their own resources for healing and growth, known as client-centered therapy. A second key highlight is that of experiential learning to encourage personal accountability and social responsibility in an effort to abandon authoritative educational practices, discussed as student-centered learning. A third key highlight is the way Rogers utilizes personal growth and relationship building to challenge readers to re-conceptualize success as including wellbeing and empowerment. Lastly, a fourth highlight offers future implications for research engaged in person-centered philosophies. Rogers’ theorizations now expand across a variety of fields and disciplines and is considered and referred to as a person-centered approach – the study of the conditions that make it possible for people to grow and develop toward actualization.
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Further Reading
Rogers, C. R. (1951). Client-centered therapy: Its current practice, implication, theory. Houghton Mifflin.
Rogers, C. R. (1961). On becoming a person. Houghton Mifflin.
Rogers, C. R. (1969). Freedom to learn. Merrill.
Rogers, C. R. (1977). Carl Rogers on personal power. Delacorte.
Rogers, C. R. (1980). A way of being. Houghton Mifflin.
Rogers, C. R., & Farson, R. E. (2015). Active listening. Martino.
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Krikorian, M. (2023). Carl Rogers: A Person-Centered Approach. In: Geier, B.A. (eds) The Palgrave Handbook of Educational Thinkers . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-81037-5_106-1
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DOI: https://doi.org/10.1007/978-3-030-81037-5_106-1
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