A humanistic approach to South African accounting education
Data(s) |
2006
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Resumo |
Humanistic psychologist Carl Rogers made a distinction between traditional approaches and humanistic `learner-centred\' approaches to education. The traditional approach holds that educators impart their knowledge to willing and able recipients; whereas the humanistic approach holds that educators act as facilitators who assist learners in their learning processes. As a learning theory, humanism refers to the belief in the innate ability of humans to learn, and the creation of an environment in which students are given `Freedom to Learn\'. South African accounting education has, by and large, followed the traditional approach rather than the humanistic approach. This article attempts to expand on the existing references to a humanistic approach through a more detailed exposition and application of the educational theory of Carl Rogers in the context of South African accounting education. The prospects of a humanistic approach in accounting education are then discussed and some practical strategies provided in relation to a specific third-year undergraduate accounting unit offered in South Africa. |
Formato |
application/pdf |
Identificador | |
Publicador |
UniSA Press, South Africa |
Relação |
http://eprints.qut.edu.au/84421/3/84421.pdf http://www.ajol.info/index.php/sajhe/article/view/25710 West, Andrew & Saunders, Stephen (2006) A humanistic approach to South African accounting education. South African Journal of Higher Education, 20(5), pp. 718-732. |
Direitos |
Copyright 2006 UniSA Press, South Africa |
Fonte |
QUT Business School; School of Accountancy |
Palavras-Chave | #150100 ACCOUNTING AUDITING AND ACCOUNTABILITY #Accounting education #Carl Rogers #Humanistic education #Leader-centred approach #HERN |
Tipo |
Journal Article |