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I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning.

Carl Rogers

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Carl Rogers
Age: 85 †
Born: 1902
Born: January 8
Died: 1987
Died: February 4
Non-Fiction Writer
Psychologist
Psychotherapist
Oak Park
Illinois
Carl Ransom Rogers
Believe
Achievement
Achievements
Students
Testing
Teaching
Therapy
Teacher
Student
Learning
Directly
Criterion
Education
Held
Meets
Teach
Significant
Implications
Order
Contrary
Criteria

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No other person's ideas, and none of my own ideas, are as authoritative as my experience.
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Growth occurs when individuals confront problems, struggle to master them, and through that struggle develop new aspects of their skills, capacities, views about life.
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It is astonishing how elements that seem insoluble become soluble when someone listens.
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Allowance of the freedom of choices in direction, either for the group or individuals particularly in the near future.
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The degree to which I can create relationships, which facilitate the growth of others as separate persons, is a measure of the growth I have achieved in myself.
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If the time comes when our culture tires of the endless homicidal feuds, despairs of the use of force and war as a means of bringing peace, becomes discontent with the half-lives that its members are living - only then will our culture seriously look for alternatives.
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The only person who cannot be helped is that person who blames others.
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Experience is, for me, the highest authority.
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The only reality I can possibly know is the world as I perceive it at this moment. The only reality you can possibly know is the world as you see it at this moment. And the only certainty is that those perceived realities are different. There are as many “real worlds” as there are people!
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If I were to search for the central core of difficulty in people as I have come to know them, it is that in the great majority of cases they despise themselves, regarding themselves as worthless and unlovable.
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The education situation which most effectively promotes significant learning is one in which (1) threat to the self of the learner is reduced to a minimum and (2) differential perception of the field of experience is facilitated
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If I can listen to what he can tell me, if I can understand how it seems to him if I can see its personal meaning for him, if I can sense the emotional flavor which it has for him, then I will be releasing potent forces of change in him.
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I realize that if I were stable, prudent and static I'd live in death. Therefore I accept confusion, uncertainty, fear and emotional ups and downs because that's the price I'm willing to pay for a fluid, perplexed and exciting life.
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I have learned that in any significant or continuing relationship, feelings which are persistent had best be expressed. If they are expressed as feelings owned by me, the result may be temporarily upsetting but ultimately far more rewarding than any attempt to deny or conceal them.
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The elements in a relationship which seem impossible to share, the secretly disturbing, dissatisfying elements, are the most rewarding to share. This is a hard, risky, frightening thing to learn, and it needs to be re-learned over and over.
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It is the client who knows what hurts, what directions to go, what problems are crucial, what experiences have been deeply buried.
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The paradigm of Western culture is that the essence of persons is dangerous thus, they must be taught, guided, and controlled by those with superior authority.
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Though modern Marriage is a tremendous laboratory, its members are often without preparation for the partnership function. How much agony and remorse and failure could have been avoided if there had been at least some rudimentary learning before they entered the partnership.
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There are as many real worlds as there are people!
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Experience is the highest authority.
Carl Rogers