A Critique of Abraham Maslow and Carl Rogers as Educators.

This article compares the educational philosophies of Abraham Maslow and Carl Rogers, two leading figures in humanistic psychology, focusing on their views of teaching and higher education. Maslow advocated a hybrid approach in undergraduate education that combined student-directed learning and creativity with faculty authority, while his graduate education model emphasized an apprenticeship system with less personal support. In contrast, Rogers promoted a consistent, student-centered philosophy across all educational levels, emphasizing self-directed learning facilitated by empathetic teacher-student relationships. Both valued experiential education but differed in their application and scope, with Maslow integrating interdisciplinary content and Rogers focusing primarily on self-learning. The article also situates their ideas within broader historical and cultural contexts, noting challenges in applying their humanistic approaches across diverse educational settings.