The humanist perspective on learning focuses on ‘self’ and what makes us human so we can cultivate the development our human potential (Avis, Fisher, & Thompson, 2014, p.95). This idea of ‘self’ seems to be missing from the behaviourist and cognitive approaches insofar as they have a detached entity which does not encompass the vast subjectivity of what makes us human (Avis, Fisher, & Thompson, 2014, p.94). Humanists argue experts are often deemed to hold the theoretical keys in determining what is best for students, i.e., what students should learn and how they should lean it (TLLP94). Humanist psychology sees true learning coming from within, as emphasised by Dewey (1938) which is a person-centred approach to learning (Avis, Fisher, & Thompson, 2014, p.95). Carl Rogers (1902 -1987), if a person is within a safe environment they can express themselves openly and find solutions to their own problems and facilitate the development of confidence and self-esteem (Avis, Fisher, & Thompson, 2014, p.95). This idea of creating an emotionally safe and secure environment is closely linked to the humanist approach to educational learning in terms of we all need to feel good about ourselves (Scales, 2008, p.71). Rogers argues, well-being and the development of positive self-concept (how you view yourself) are key accepts to learning individual (Scales, 2008, p.71). This is known as the’ Pygmalion effect’ which is linked to Rogers notion of the unconditional positive reward whereby no matter how difficult the learner, the teacher must respect and value them as this behaviour may eventually be ‘modelled’ by the learner (Scales, 2008, p.71). Maslow (1908-1970 model of hierarchy of needs suggests there are a range of human needs from basic to higher level. The higher-level needs relate to our learning, cognitive and self-fulfilment which he theorises cannot be met unless our basic needs have been met (Scales, 2008, p.73). These levels include, Physiological, safety and security, love and belonging, self-esteem, cognitive and Self-actualisation (Scales, 2008, p.73). Clearly, not having the basic level of needs such as shelter warm and clothing would hinder your interest and ability to learn. However, within the lifelong learning sector Maslow hierarchy of needs makes teachers aware of the whole experience and subjectivity of their leaners and therefore provides a useful devic