A humanistic approach to South African accounting education

West, Andrew & Saunders, Stephen (2006) A humanistic approach to South African accounting education. South African Journal of Higher Education, 20(5), pp. 718-732.

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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 givenFreedom 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.

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ID Code: 84421
Item Type: Journal Article
Refereed: Yes
Additional Information: Dr West was not affiliated with QUT when this article was published - He commenced employment at QUT in March 2015.
Keywords: Accounting education, Carl Rogers, Humanistic education, Leader-centred approach, HERN
ISSN: 1011-3487
Subjects: Australian and New Zealand Standard Research Classification > COMMERCE MANAGEMENT TOURISM AND SERVICES (150000) > ACCOUNTING AUDITING AND ACCOUNTABILITY (150100)
Divisions: Current > QUT Faculties and Divisions > QUT Business School
Current > Schools > School of Accountancy
Copyright Owner: Copyright 2006 UniSA Press, South Africa
Deposited On: 24 May 2015 23:39
Last Modified: 28 May 2015 16:35

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