We believe that worthwhile learning:
• is a complex process;
• produces personal change of some kind; ,
• involves the creation of new understandings which are personally relevant;
• can take a number of different forms;
• is always influenced by the context in which is occurs;
• results mainly from social interaction;
• often needs to be mediated;
• differs from individual to individual;
• is an emotional as well as a cognitive process;
• is closely related to how people feel about themselves;
• is a lifelong process.
Each of these statements reflects an important aspect of social constructivism with an additional emphasis upon the affective dimension as well as the cognitive. Each will be taken up, therefore, at different points within this book and will be represented as ongoing themes throughout.

Teachers' beliefs about themselves
At this point, therefore, it seems appropriate to turn finally in this chapter to consider how teachers' views of themselves as persons and what they believe to be the most appropriate form of social interaction with their learners can influence the learning process. Our view of education has much in common with many aspects of the humanist approach introduced in Chapter 2, particularly as exemplified by statements of the following nature:
Effective teachers create learning atmospheres which are cognitively and affectively expanding; learning atmospheres which enable the learner to become a more adequate and knowledgeable person.
(Pine and Boy 1977:iii)

It is clear that this kind of approach places great emphasis upon what the teacher as a person brings to the teaching-learning relationship and how the learner can be helped to develop as a whole person by the provision of a supportive learning environment, which allows individuals to develop in their own way.
For the humanistic teacher, teaching is essentially a personal expression of the self. As Pine and Boy express it, 'Pupils feel the personal emotional structure of the teacher long before they feel the impact of the intellectual content offered by that teacher' (op. cit.:3). This obviously has particular implications with regard to teachers' views of themselves since a teacher who lacks self-esteem will find it impossible to build the self-esteem of others. This is equally true when it comes to conveying dignity and respect. Similarly, the teacher who does not accept her learners for who they are makes it difficult for them to accept themselves. Thus, the language teacher needs to convey a sense of self-confidence in using the language whilst at the same time respecting learners' attempts to express themselves and their views in the language.

One further quality which is central to the humanistic approach is that of permissiveness. 'Permissiveness' is defined here in a very special way as 'permission to be oneself', to pursue interests and curiosity in search of meaning in one' s life, as well as the freedom to have ideas, beliefs and values.
Humanistic education is sometimes described as learner-centred teaching. However, such a definition does not do justice to the full implications of taking this approach to one's teaching. Whilst it is true that humanistic teachers begin with the premise that everything they say or do has, or could have, a significant impact on the personal growth and development of their learner, it is equally true that in every teaching act the teacher defines herself as a person. Humanistic teaching, therefore, is not just learner-centred, but person-centred. A teacher's view of teaching mirrors her view of herself and her teaching behaviour reflects her essence as a person. One natural consequence of taking such an approach is that we have to accept that teaching is an expression of values and attitudes, not just information or knowledge. Another consequence is that teachers must recognise that they themselves are constantly involved in a lifelong process of learning and change. The influence of the developmental theories of such psychologists as Maslow and Erickson, as outlined in Chapter 2, provide the foundation upon which this approach is based.