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Abouttheauthor

CarlRogers(1902-1987)isanAmericaneducatorandhumanisticpsychologist.Hehasbeenengagedineducationforalongtimeandhastaughtinmanyuniversities.Inthesecondhalfofhislife,hefocusedonresearch,educationandteaching.Henotonlynarratedhiseducationalviewsonmanyoccasions,butalsoputhisprinciplesintopractice.

Introduction

GeneralPreface

Foreword

Preface

Acknowledgements

Introduction

PartIDifficultiesandOpportunities

Chapter1WhyChildrenLoveSchools

Interviewwithastudent

Classroomforcitizensandsightseeingclass

ThreeLoveChildren'sSchool

FourConclusions

Chapter2ChallengesFacingEducationToday

Howeffectiveisthereform?

Twolearningatmosphere

Threelostgeneration

Fourchangingschools

Whatdoesfiveteachingmean?

Sixwhatislearning?

Chapter3,asateacher,howtobemyself?

Onecanweappearintheclassroomasrealandcompletepeople?

HowcanIbereal?

Threehappiestlearningmoments-learningfromothers

Four,youcanbeyourself

FiveChallenges

PartTwo:FreedomandResponsibilityintheClassroom

Chapter4Experienceofasixthgradeteacher

Ateacher’sdiary：Theprocessoftheexperiment

Twocommentsontheexperiment

Threesummary

Fourpostscript

Chapter5FrenchtogrowwithstudentsTeachers

Stepandprogresstogether

Twocomments

Chapter6Howmanagersbecomefacilitators

Onemanagerandfacilitator――Thecontradictionisstillthesame

Second,askmeBob

ThirdinterviewwithBob

Fourprincipalteachers

Fivegreatideasforgrowthpromotion

Sixbeautifulviews-shortorlong-term

Sevenopenschools/healthyschools

Eightself-evaluation:letteachersperformmorefully

Chapter7Otherfactorsthatpromotefreelearning

Onecourage,honestyandonemistake

twoextremedemocracyingeologyclass

threeCreativeknowledgecomesfromloveandtrust

Fouruseofimaginationforteachertraining

Fivefreeextracurriculartimeanditsresults

Sixconclusions

Chapter8InterpersonalRelationshipstoPromoteLearning

Apairofqualitiesthatpromotelearning

2Whatisthemostbasicpromotionattitude?

3Tooidealistic?

FourSummary

Chapter9BecomingaFacilitator

Amagicwand

Whereisthesecondpath?

ThreeCases

Chapter10ConstructionAfreelearningapproach

Onestartswithrealproblems

Twoprovideslearningresources

Threeclearslearninggoals

FourcontinuousteachingBody

UsingtheFiveContracts

SixUtilizationofCommunityResources

SevenProject-basedLearning

EightPeerTeaching

Ninegrouplearning

Tenexploratorytraining

Elevenself-assessment

Twelveotherresources

Thirteensummary

Chapter11EducationPolicy

OneTraditionalEducationModel

TwoTraditionalEducationPolicy

Three"People-centered"EducationModel

Four"People-centered"EducationPolicy

Five"People-centered"EducationChallenges

SixResearchResults'EnlightenmentonEducationPolicy

Seven,canweinfluencetheentireeducationindustry?

Eightconclusions

Chapter12"People-centered"problemresearch

OneclassroomExamples

2Thepublic’sviewofdiscipline

3Aboutdiscipline,whatdoweknow?

Four,whatorderisthereinthe"people-centered"classroom?

Fivemythsaboutdiscipline

Sixdisciplinesandthree-dimensionalmodelsoflearning

Sevenotherresources

Eightsummary

Chapter13isastudyofthe"people-centered"problemineducation

Thisisthecase!

Two,directteachingorindirectteaching,whichismoreeffective?

Threebraindevelopmentandrichenvironment

Theimportantroleoffourpromoters

Fiveotherresearchessupporting"people-centered"learning

Sixcare:Asafehaven

SevenSummary

Chapter14ModernValueandValueJudgmentOrientation

OneValueDefinition

TwoInfant’sValueJudgmentMethod

ThreeChangesinValueJudgmentProcess

FourFundamentalContradictions

FiveMaturePeople’sValueJudgments

SixAboutSomepropositionsofthevaluejudgmentprocess

Sevenpropositionsabouttheresultofvaluejudgment

Eightvalues​​andlearningpartners

Ninesummary

PartChapter15FreedomandPromises

Onebodyisnotfree

Twoindividualsarefree

Themeaningofthreefreedoms

FourcommitmentsTheemergenceof

Fiveirreconcilablecontradictions

Chapter16Goals-Peoplewhocanfullyplaytheirroles

Backgroundoftheproblem

SecondtreatmentThecharacteristicsofthevisitortothetreatment

Threepeoplewhomakefulluseofthetotaluse

Fourconclusions

Chapter17Renovationofschools-akindofpeople-centeredViewpoints

Firstreformoftheschool-ahuman-centeredview

Second"massproduction"-likelearning

Threelecturenotes

Fourlooseningofschoolmanagement

Fivereformsfromtheinsideout

Sixrealchanges

Sevenourdiscoveries

Eightnofeedback

Ninethemostpressingquestion-dowemaintainthestatusquoorchangethestatusquo

TenTransformation

EleventhLearningCommunity

TwelveChallenges-ANationalDialogue

ThirteenConclusions

PartVIThejourneythathasbegun

Chapter18Reflections

Onechallengeiseverywhere

Twopublicationsforeducationwork

Threepeaceandglobaleducation

Thetheoryoffourwhole-personeducation

Fiveotherreadingmaterials

Endnotes

Introductiontotheauthor