Lets first look at what happen in your average school when a student says such a thing. They don't learn anything. Teacher's chastise them, send them to the principle's office, they get a call home, perhaps further chastising, and so on. Lots of negativity, and to what end? Typically to no end, except that the child feels unaccepted by their elders, and usually as though those elders are trying to exert an authority upon them that they have no right to. They want to have authority (you may read that also as responsibility) over themselves. The difference with Carl Rogers' ideal of school, is that the teacher is accepting of the statement "I don't want to learn anything" so long as the student claims it. And then, the student may change their mind, and determine that they do want to learn something, and the facilitator is then there to accept that new truth, and help them as much as the student is interested in their help, and in the ways they will let them.
Genuine people are those who deeply communicate within themselves.
This is such a goldmine, thank you so much for uploading this
Carl Rogers was way ahead of his time on Education.
Wonderful!
What about if the students simply say “ I don’t want to learn nothing?”
I would personally ask what benefit(s) does he/she/they get from learning nothing?
Or let me know when your ready
Lets first look at what happen in your average school when a student says such a thing. They don't learn anything. Teacher's chastise them, send them to the principle's office, they get a call home, perhaps further chastising, and so on. Lots of negativity, and to what end? Typically to no end, except that the child feels unaccepted by their elders, and usually as though those elders are trying to exert an authority upon them that they have no right to. They want to have authority (you may read that also as responsibility) over themselves.
The difference with Carl Rogers' ideal of school, is that the teacher is accepting of the statement "I don't want to learn anything" so long as the student claims it. And then, the student may change their mind, and determine that they do want to learn something, and the facilitator is then there to accept that new truth, and help them as much as the student is interested in their help, and in the ways they will let them.