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A Visual Encapsulation of Adlerian Theory: A Tool for Teaching and Learning CYNTHIA J. OSBORN see A visual diagram is presented in this article to illustrate 6 key concepts of Adlerian theory discussed in corresponding narrative format. It is proposed that in an age of multimedia learning, a pictorial reference can enhance the teaching and learning of Adlerian theory, representing a commitment to humanistic education. o 8 Alfred Adler was a visionary. He envisioned human nature in concepts and images never before expressed by either his contemporaries or his predecessors. The positive and salutary perspective that he introduced was a refreshing alternative to the myopic, problem-oriented view held by dis- ciples of classical psychoanalysis. Adler’s theory has been described as “the forerunner of many other approaches to education, counseling, and therapy” (Sweeney, 1998, p. 38) and continues to be a captivating and an illuminating formulation of human behavior and potential, relevant in the new millennium (Watts, 2000), The visual encapsulation described in this article is intended to assist both teachers and learners of Adlerian theory and counseling to acquire and promote a holistic understanding of the foundational concepts. In addition, a visual illustration of Adlerian theoretical concepts seems con- sistent with Adler’s own visual orientation and visionary endeavors. MULTIMEDIA INSTRUCTION AS HUMANISTIC EDUCATION In an era of visual displays and interactive communication, multimedia instruction is now commonplace, if not a necessity (Mayer, 1997). The variety of teaching tools now available provide educators with the opportunity to customize instructional processes to the learning preferences of their stu- dents (Plass, Chun, Mayer, & Leutner, 1998) and to the particular goals of the course (Seaman, 1998). Such matching of teaching and learning styles Cynthia J. Osborn is an assistant professor in the Counseling and Human Development Services Program in the College of Education at Kent State University, Kent, Ohio. Correspondence regard- ing this article should be sent to Cynthia J. Osborn, 310 White Hall, College of Education, Kent State University, Kent OH 44242 (e-mail: cosborn@kent.edu). Journal of HUMANISTIC COUNSELING, EDUCATION AND DEVELOPMENT * FALL 2001 + Volume 49 243 
