Humanistic Learning Theory and the Conscious-Unconscious Learning Debate: Insights from Schmidt’s Mechanisms of Consciousness

Humanistic learning theory, emphasizing the holistic development of learners, presents a unique perspective on the interrelation between conscious and unconscious processes in learning. It gives priority to self-awareness, autonomy, and personal growth, focusing on the intrinsic motivations of learners. This article explores whether humanistic learning theory views learning as primarily a conscious or unconscious process, using Richard W. Schmidt's seminal work on consciousness in second language learning as a lens. Schmidt's mechanisms of noticing, attention allocation, and understanding provide a structured framework for discussing the conscious and unconscious dimensions of learning. By analyzing Schmidt's empirical evidence alongside the principles of humanistic theory, this article concludes that humanistic learning theory fundamentally aligns with the notion of learning as a consciously driven experience. While it acknowledges the influence of unconscious processes, particularly in emotional and motivational domains, humanistic theory underscores the critical role of conscious engagement in meaningful and transformative learning. The implications of this synthesis suggest that integrating Schmidt's cognitive mechanisms with humanistic approaches can create more personalized, effective, efficient, and impactful learning environments.