The Confluent Approach
The confluent approach has its foundations from the humanist theories of education where the integration of the cognitive, affective, social, and psychomotor domains is emphasized in the learning process. This concept underscores the premise that education cultivates and encourages intellectual growth and the emotional, social, and physical well being of learners.Frederick Edwords delineates the fundamental ideas commonly espoused by religious and secular humanists. Among others, he explained that:Humanism is a philosophy of imagination.
Humanists recognize that intuitive feelings, hunches, speculation, flashes of inspiration, emotion, altered states of consciousness, and even religious experience, while not valid means to acquire knowledge, remain useful sources of ideas that can lead us to new ways of looking at the world. These ideas, after they have been assessed rationally for their usefulness, can then be put to work, often as alternate approaches for solving problems.Humanism is a realistic philosophy. Humanists recognize the existence of moral dilemmas and the need for careful consideration of immediate and future consequences in moral decision making.Humanism is in tune with today's enlightened social thought. Humanists are committed to civil liberties, human rights, church-state separation, the extension of participatory democracy not only in government but in the workplace and education, an expansion of global consciousness and exchange of products and ideas internationally, and an open-ended approach to solving social problems, an approach that allows for the testing of new alternatives.Humanism is in tune with new technological developments. Humanists are willing to take part in emerging scientific and technological discoveries in order to exercise their moral influence on these revolutions as they come about, especially in the interest of protecting the environment.The many interpretations on the ideals of humanist theorists heralded great debates that confronted its essential beliefs. Whether these beliefs are what the arguments claim they are or not, the convergence of thoughts that are instrumental to the development of this approach for the language class is far more germane to the rationale behind this pursuit. The world is changing at a pace in which too many people have trouble catching up with. The universal values central to an abiding respect for life and the environment have been shaken and the least that can be done is for people to see these changes and take some responsibility to the afflictions these changes may have caused. Bringing the language learners closer to the understanding of their relationship with the world and society is our attempt as language teachers to face up to these challenges to human existence, not only as distant learning materials but also as an essential part of the wholeness of the language learner. The language learner therefore goes beyond the mastery of new vocabularies and sentence structures by consciously developing skills necessary in responding to social challenges head on.
Humanists recognize that intuitive feelings, hunches, speculation, flashes of inspiration, emotion, altered states of consciousness, and even religious experience, while not valid means to acquire knowledge, remain useful sources of ideas that can lead us to new ways of looking at the world. These ideas, after they have been assessed rationally for their usefulness, can then be put to work, often as alternate approaches for solving problems.Humanism is a realistic philosophy. Humanists recognize the existence of moral dilemmas and the need for careful consideration of immediate and future consequences in moral decision making.Humanism is in tune with today's enlightened social thought. Humanists are committed to civil liberties, human rights, church-state separation, the extension of participatory democracy not only in government but in the workplace and education, an expansion of global consciousness and exchange of products and ideas internationally, and an open-ended approach to solving social problems, an approach that allows for the testing of new alternatives.Humanism is in tune with new technological developments. Humanists are willing to take part in emerging scientific and technological discoveries in order to exercise their moral influence on these revolutions as they come about, especially in the interest of protecting the environment.The many interpretations on the ideals of humanist theorists heralded great debates that confronted its essential beliefs. Whether these beliefs are what the arguments claim they are or not, the convergence of thoughts that are instrumental to the development of this approach for the language class is far more germane to the rationale behind this pursuit. The world is changing at a pace in which too many people have trouble catching up with. The universal values central to an abiding respect for life and the environment have been shaken and the least that can be done is for people to see these changes and take some responsibility to the afflictions these changes may have caused. Bringing the language learners closer to the understanding of their relationship with the world and society is our attempt as language teachers to face up to these challenges to human existence, not only as distant learning materials but also as an essential part of the wholeness of the language learner. The language learner therefore goes beyond the mastery of new vocabularies and sentence structures by consciously developing skills necessary in responding to social challenges head on.
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