How might the insights of West Coast humanistic psychologists of the 60s and 70s inform our work today as educators? How do we grow together? How do we help each other self-actualize? By that term, the humanists of the 60s and 70s meant a variety of things: realizing hopes and aspirations, exercising full potential, living joyfully, gratefully, lovingly, practicing therapy, repairing the traumas we carry with us as personal and collective bodies, finding happiness, living well. Those who report having achieved peak-experiences, those who seem to have begun to self-actualize, don’t shrivel up into themselves, claimed theorists like Maslow. Rather, they become better adjusted, less begrudging comrades. They join together with companions, forming co-evolving communities committed to giving and receiving care. Look at the support networks that form among mothers. Friends and acquaintances near and far have come to our aid of late, passing along boxloads of hand-me-downs: maternity wear, baby gear, short-sleeve onesies, long-sleeve onesies, pajamas, burp cloths, the works. We feel like characters from the Equals song, “Michael and the Slipper Tree,” or Olu Dara’s “Okra.”
Let us hold this experience near to us as we return to our classrooms. Carl Rogers suggested one model for applying the principles of humanistic psychology to education in his 1969 essay “Freedom to Learn.” And some of these principles informed experiments with encounter groups and sensitivity training sessions at places like Kresge College at the University of California, Santa Cruz. I sit on the top step of my front stoop after dark, diffusing momentarily into imaginative union with the sounds of the night, a lush chorus of locusts and crickets. Afterwards I feel recharged, replenished, senses open, receptive. I thumb through Ali Smith’s introduction to Leonora Carrington’s The Hearing Trumpet astounded. Hardt and Negri’s Assembly takes shape soon thereafter, pages propped open, their words released into consciousness with another sturdy thumbs up.