Carl Rogers' non-directiveness in education has often been misinterpreted as pseudo-pedagogical "laissez-faire" attitude. A deeper comprehension of its theoretical roots and methodological elements allows to rehabilitate person-centered approach as a really humanistic learner-centered education.
Bruzzone, D., La pedagogia rogersiana dell'apprendimento significativo, <<SCUOLA E DIDATTICA>>, 2008; LIII (11): 12-17 [http://hdl.handle.net/10807/22882]
La pedagogia rogersiana dell'apprendimento significativo
Bruzzone, Daniele
2008
Abstract
Carl Rogers' non-directiveness in education has often been misinterpreted as pseudo-pedagogical "laissez-faire" attitude. A deeper comprehension of its theoretical roots and methodological elements allows to rehabilitate person-centered approach as a really humanistic learner-centered education.
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