Humanistic Teaching Research Articles

„In tyrannos“ !? – Sicco Polentons Ovidvita zwischen mittelalterlichem ‚Aberglauben‘, ‚republikanischem Diskurs‘ und pragmatischem Bildungsideal

Abstract The paper offers a new interpretation of the Life of Ovid in the Scriptorum illustrium Latinae linguae libri XVIII of Sicco Polenton. While so far scholarship has mostly criticized the lack of historical and philological accuracy in this Life and Sicco’s dependency on medieval speculations, the paper tries to take a closer look at the implications of Sicco’s own methodological stance towards poetry, historiography and rhetoric. A discussion follows whether Sicco’s own biography has shaped his outlook on the ancient poet, and to what extent Sicco’s treatment of Ovid’s relegation can be integrated into an early humanist tradition of anti-tyrannical discourse. It is argued that both Sicco’s literary ideals and the elaboration of the Life of Ovid, especially the description of the exile, reflect Sicco’s own life story and social background, but also his fundamental purpose of promoting his humanistic teaching.

Visual Thinking Strategies as Humanistic Education: A Qualitative Study of Teachers Using VTS

Previous research has suggested that Visual Thinking Strategies (VTS) practices positively impact student performance and if so, they may also, affect teacher performance. The purpose of this study was to explore Visual Thinking Strategies (VTS) on teachers’ perceptions of their general teaching practice. A qualitative, multiple case study was conducted to investigate the experience of teachers using VTS. Eligible teacher participants were identified through the Visual Thinking Strategies Organization and the Watershed Collaborative. The two cases – teachers practicing VTS in Kindergarten-Grade 12 (K-12) setting and teachers practicing in VTS outside of the K-12 setting – were investigated separately and then compared in a cross-case analysis. An analysis of the data indicated that using VTS in teaching relates to a humanistic teaching style. These findings have implications for educators and educational institutions wishing to implement humanistic teaching practices and raise further questions pertaining to VTS and humanistic education practices that might be explored through future research.

Critical Discourse Analysis on Language and Power in Nepali Public ELT Classroom

The study focuses on how teachers use language and power to share knowledge, specifically concerning the power language used in Nepali ELT classrooms. The study's primary goals are to analyze language power as it reveals itself in speech acts and examine how teachers' use of language power affects students' attitudes toward learning. The primary source of data for this study was the teaching activities carried out in the district of Nawalparasi, Nepal. Depending on attributes including gender, job position, and length of service, four public school teachers—two male and two female—were chosen. Using a qualitative ethnographic study approach, the teacher and students' interactions and language use are examined. The data is further evaluated using Norman Fairclough's critical discourse analysis, which comprises description, interpretation, and explanation. The findings suggest that teachers are imposing speech act forms on their students and that this power may have an impact on how they feel about learning. However, students are also motivated and become more engaged in class when teachers express their pleasure in speech act forms. Therefore, teachers should incorporate humanistic teaching into their teaching and learning activities, taking into account the potential problems of using language in an ELT classroom.

The Effects of Humanistic Teaching on the Performance Lag Address Program for Orphaned Adolescent and Vulnerable Learners in Secondary Schools in Chimanimani District in Manicaland Province

The Effects of Humanistic Teaching on the Performance Lag Address Program for Orphaned Adolescent and Vulnerable Learners in Secondary Schools in Chimanimani District in Manicaland Province

Reflection and Exploration of Ideological and Political Education in the Curriculum—A Case Study of the University in Shijiazhuang City

In the context of the new era, higher education is not just about imparting knowledge, but also about cultivating students’ ideological and moral qualities and humanistic spirit. Therefore, ideological and political education integrated into all courses has become an important component of higher education. The construction of curriculum ideological and political education has gradually become a new exploration and challenge for ideological and political education in universities. Curriculum ideological and political education is a comprehensive educational philosophy, which includes the purpose of fostering virtue through education, the practice subject being all teachers, relying on courses, and combining explicit and implicit education. Its characteristics include the humanistic teaching philosophy, the integration between courses, the potential influence of methods, and the permanence of influence. The aim is to integrate ideological and political education into all types of courses, imperceptibly influencing students’ ideological consciousness and behavior, and taking morality education as the fundamental task of education. Strengthening the construction of curriculum ideological and political education is conducive to improving the effectiveness and quality of ideological and political education in universities, cultivating new-era youth with ideals, who dare to take responsibility, can endure hardships, and work hard. The practical path of “curriculum ideological and political education” from the perspective of cultivating students’ moral character and enhancing their ideological awareness is to start from the teaching philosophy and teaching content design to improve educational quality, improve the assessment and evaluation system of curriculum ideological and political education construction, strengthen campus cultural environment construction such as optimizing campus environment, improving classroom teaching environment, providing modern learning support services.

Basic Multicultural Concepts: The Nature, History and Ideas of Gender Equality

The plurality of society is a unique wealth of the Indonesian nation. To maintain harmony between communities, multicultural-based humanist teaching is needed. This research was conducted with the aim of revealing the basic concept of multiculturalism from the aspects of understanding, history, goals, and principles that exist in multicultural education. The method used in this research is library research or library study, which is an activity related to library data collection methods, both by reading and taking notes as well as processing research materials using various sources such as books, journals, thesis results, and so on discussion material. The results of this research show that the history, goals, and principles of multicultural education have an important role in dealing with diversity. Through multicultural education, humanist, tolerant, and democratic attitudes can be instilled.

Research on Human-centered Design in College Music Education to Improve Student Experience of Artificial Intelligence-based Information Systems

The integration of Artificial Intelligence (AI) technology with music instruction necessitates a delicate balance between technical advancement and the maintenance of humanistic teaching. This study examined how human-centered design concepts were used to optimize the integration of AI while also investigating the effects of AI technology on college-level music instruction in China. It aimed to identify potential, difficulties and make recommendations for ethical AI deployment in this particular environment. Semi-structured interviews with 20 music students and professors from Chinese higher education institutions were conducted using a qualitative study design. To condense significant themes and subthemes from the data, open coding, axial coding, and selective coding were used. The study revealed complex interactions between AI and Chinese music instruction. Themes included "Enhanced Learning with AI", emphasizing AI's role in motivating and personalizing music education; "User-Centric Design", emphasizing the importance of intuitive interfaces and aesthetic appeal; "Collaboration and Peer Learning", demonstrating AI's facilitation of collaborative projects; "Technical Challenges and Ethical Concerns", addressing technical obstacles and ethical concerns; and "Educator Support and Curriculum Alignment", emphasizing the importance of educator support and curriculum alignment. This study adds knowledge about how AI can be successfully incorporated into Chinese music teaching. It informs best practices for the adoption of AI, ensuring that technology enhances the learning experience for students while preserving cultural nuances. The study improves the conversation about innovative pedagogy and responsible technology integration. Implications include the potential for AI to change music education, cultural preservation, and global viewpoints. However, drawbacks such as sample bias and the dynamic nature of AI technology necessitate more study and development of educational techniques that use AI. Personalization and multimodal methods used in college music instruction in the future, to help increase student involvement. The importance of ethical issues, long-term effect analyses, and user-centered design will call for interdisciplinary cooperation. The future of AI-enhanced music education will also be shaped by assuring accessibility, diversity, and active engagement in policy and regulation discussions.

Implementing Holistic and Humanistic Approaches in a Remote Flipped English Translation Module

A holistic approach encourages meaningful learning, creativity, risk-taking, and mutual empathy within a learning environment and challenges the traditional pedagogical approaches based on mono-referential methods. Rethinking these approaches entails placing learners at the core of the teaching process, including their inner personal spheres. Grounded in a case study of an Italian university setting, this study underlines the contribution to learner centrality of holistic and humanistic approaches to flipped learning and suggests how to implement such an approach in a remote English translation module. The study was conducted via a structured questionnaire completed anonymously by 148 Italian students aged 18–19 at the end of their English module. The outcomes highlight the students’ appreciation of the holistic approach combined with a humanistic teaching approach (HTA), which they perceived as pushing the boundaries of formal, mono-referential teacher–learner relationships while maintaining these roles. The present study thus holds implications for the wider teacher community regarding the benefits and challenges of implementing flipped learning with an HTA in other translation courses or modules. Rather than simply guiding and assisting students in learning for themselves, teachers have a crucial role as holistic learning facilitators. By redesigning a typical flipped learning class, the study enhances teachers’ awareness of this role and provides insightful suggestions on how a holistic approach can be applied in remote English translation teaching.

The Northern League (1991–2020)

Abstract This article aims to clarify the attitude of the Italian Northern League (Lega Nord) toward the Catholic Church and Catholic faith, since its creation in 1991. The article examines the evolution of the party from the merger of the northern regionalist parties under the leadership of Umberto Bossi (1991–2012) until its current form and its reengineering by its new leader, Matteo Salvini, as a national(ist) League (Lega) aiming to win votes and mandates all over Italy and to become the dominant party of the Italian right. Be it under Bossi or Salvini, the Lega Nord/Lega has always opposed both the humanist teaching of the Catholic Church and mainstream Catholic social organizations, while pretending to defend the “Catholic identity” of the “North,” before turning to the entire country. Under Salvini’s leadership, the Lega joined forces with some rightist Catholic groups prone to complain about Pope Francis’s deemed treason of the Catholic identity, and so reinforced its conservative orientation. As I will show in this article, in the medium term, the enduring success of the Lega Nord/Lega illustrates the decline of mainstream Catholicism in Italy.

Existentialism is a humanism

Methodological study of the world-famous French philosopher, playwright, writer J.-P. Sartre (1905-1980) is devoted to the reasoned coverage of the cultural-philosophical achievements of existentialism as a teaching that enables human life and accepts as an axiom the statement that every truth and every action presupposes an environment and subjectivity, which is organized either as a behavior or as a deed. The fundamental principle of this doctrine is formulated in the form of the maxim: “existence precedes essence”, in other words, “it is necessary to proceed from the subject”, which became the indisputable ideologeme of the existential movement for decades. And this means that a person firstly exists, meets, appears in the world and only then is defined and acquires authenticity; therefore, he is primarily a p r o j e c t that is experienced and realized subjectively, thus creating a person out of himself. This is where the humanistic meaning of the worldview doctrine of existentialism emerges: it gives each person ownership of their real being and places full responsibility on them. Moreover, naturalistic determinism is denied in this doctrine, because it supports the opinion that there is no human nature, just as there is no God who would have conceived it. Therefore, the essence of a person is in an irrational plane, associated with complete freedom of actions, feelings of sadness and suffering, spontaneous waves of existential fear, insurmountable absurdity of social everyday life, ultimately with randomness and the experience of abandonment-loneliness. In these dramatic circumstances of a world full of vanity and senselessness, a person is doomed to be free, with the potential of his own consciousness to create personal values and determine the meaning of life, to exist for the constant fulfillment of himself, to establish himself in relations with others through the totality of his actions, expanding the inner horizons of both his own authenticity and specific intersubjectivity. He is always face to face with a changing situation, therefore the choice is always a choice in a clearly defined situational context of being. Therefore, existentialism is a philosophical doctrine of action, a person’s presence in the world, and therefore an optimistic, liberating, humanistic teaching.

Implementation and Assessment of Mentoring and Professionalism in Training (MAP-IT): A Humanistic Curriculum as a Tool to Address Burnout in Surgical Residents

Mentoring and Professionalism in Training (MAP-IT), a humanistic mentorship program, has demonstrated positive impact in non-surgical fields. This study assesses the feasibility of implementing MAP-IT in surgical residency and adapts MAP-IT to include residents-as-teachers (RAT). We hypothesize that MAP-IT will benefit surgical residents by building humanistic teaching skills, increasing resilience, reducing burnout, and improving connectedness. MAP-IT was implemented monthly during protected educational time. Faculty surgeons who had previously completed MAP-IT served as facilitators. Small groups consisted of 12 trainees, two faculty facilitators, and one resident facilitator. Each session comprised 60 minutes of reflection,readings, and discussion surrounding humanistic mentoring skills. The Maslach Burnout Inventory-Human Services Survey (MBI-HSS), Connor Davidson Resilience Scale (CD-RISC), and Humanistic Teaching Practices Effectiveness Questionnaire (HTPE) were administered before and after participation in MAP-IT. Qualitative interviews and surveys assessed residents' perspectives of the MAP-IT program. MAP-IT was implemented at Northwell-North Shore/LIJ in Manhasset, NY in a general surgery residency program hosted by two tertiary care hospitals within a large health system. 55 residents participated as learners, five residents served as resident-facilitators, and 10 surgical faculty served as paired-facilitators of the MAP-IT course. 31.6% of residents had participated in a reflective medicine curriculum prior to MAP-IT, and these residents reported greater resilience and less burnout. This disparity was eliminated after participation in MAP-IT. Frequency of burnout was reduced from 64.1% to 46.1% after MAP-IT participation. Post-program, residents reported greater effectiveness in humanistic teaching practices when compared to baseline assessments. Quantitative and qualitative feedback demonstrated that MAP-IT was well received by resident participants and addressed a gap in their surgical training. A humanistic mentorship program involving RAT can be effectively implemented in surgical residency, is well-received by residents, and addresses a need surgical training by building skills and improving resident well-being.

Rise of Humanistic Education:

This theoretical paper aims to explore the concept of the humanistic approach in the field of teacher education. Humanistic education is concerned with the study of learners’ emotions, knowledge, and experiences involved in their learning process. According to this approach, students should be viewed as “humans,” not as “machines” as they are the most crucial part of the education system. The curriculum and syllabus should focus on the students’ interests, needs, and overall learning circumstances. In humanistic teaching, students are perceived as active beings, not “robots” who are supposed to follow the teacher’s orders without any justification or challenge. Teachers’ roles in humanistic education are to cater support to the students considering several learner factors and guiding them to reach the highest point of autonomous learning. Therefore, the humanistic approach needs to be adapted in the academic field for ensuring practical learning and mutual respect between teachers and students. The paper is organized into three sections. First, it explores the origin and evolution of the humanistic movement in education. Secondly, a detailed account of the basic principles and teacher roles in humanistic education is provided. Finally, the paper discusses its implications in ELT and existing complications regarding this approach.

Features of implementing regional components into the content of education in the biology teachers training in HEIs

The professional standard of the teacher guides the modern teacher to organize the teaching process in the subject under the state educational standards of the Republic of Kazakhstan and the main general educational program, and most importantly, considering the place of the studied science in the world culture and the organization of the process of studying the subject. Domestic pedagogy in the humanistic teaching of biology teachers is based on modern requirements. Recently, the importance of regional information in the training of qualified specialists has been considered from different angles. The relevance of improving the methodological training of biology teachers is inextricably linked to the importance of biology in the modern world. General biology is a science that plays an important role in the formation of new normative principles in modern culture. Biological science occupies an intermediate place between the natural and social sciences, initiating the orientation of other natural sciences towards humanism, combining them with the natural sciences and pedagogical disciplines. Timely improvement of the methodological training of future biology teachers is associated not only with the need for practice but also with scientific achievements in solving the problem of teacher training in natural education. The structural and meaningful model of using regional components in the training of future teachers in teaching biological disciplines includes skills based on personality-activity methods and their content, practical-activity components, levels of their formation and criteria for their formation. The article deals with the peculiarities of studying the regional component in higher education institutions.

The Effect of English Reading Based on Embedded Sensor System on the Cultivation of College Students’ Humanistic Spirit

In order to better improve the cultivation goal of college students’ humanistic spirit, this paper puts forward the research on the role of English reading based on embedded sensor system in the cultivation of college students’ humanistic spirit. Embedded sensor system is used to carry out college English reading teaching in the humanistic teaching content in the teaching process. In addition, the evaluation index of college students’ English reading humanistic spirit cultivation is constructed, in order to achieve the goal of improving English reading teaching and task spirit training.

Developing a collaborative, humanistic interprofessional healthcare culture: a multi-site study

Introduction:Developing a collaborative, humanistic interprofessional healthcare culture requires optimal relational skills, respect, interpersonal cohesion, and role clarity. We developed a longitudinal curriculum to engender these skills and values in institutional leaders. We report results of a qualitative study at seven US-based academic health centers to identify participants’ learning. Methods:At each institution, participants from at least three different professions met in small group sessions twice-monthly over nine months. Sessions focused on relational capacities to enhance leadership and professionalism, and utilized critical reflection and experiential learning to promote teamwork, self-knowledge, communication skills, and address challenges encountered by a healthcare team. Participants completed reflective responses to open-ended questions asking what knowledge, insights, or skills they gained by working in this interprofessional group and applications of their learning. Five investigators analyzed the anonymized responses using the constant comparative method. Results:Overarching themes centered on relationships and the strength of the relational nature of the learning. We observed learning on three levels: a) Intrapersonal learning included self-awareness, mindfulness, and empathy for self that translated to reflections on application of these to teamwork and teaching; b) Interpersonal learning concerned relational skills and teaching about listening, understanding others’ perspectives, appreciation/respect for colleagues, and empathy for others; c) Systems level learning included teaching skills about resilience, conflict management, team dynamics and cultural norms, and appreciation of resources from interprofessional colleagues. Discussion:A curriculum focusing on humanistic teaching for leaders led to new insights and positive changes in relational perspectives. Learning occurred on multiple levels. Many learners reported revising previous assumptions, a marker for transformative learning. Humanistic faculty development can facilitate deep bonds between professions.

Analysis of O2O Teaching Assistant Mode of College English in MOOC Environment.

In the past, teaching assistants always focused on the physical environment and actions, resulting in a lot of carbon emissions and material waste. This paper discusses the online and offline integration of college English teaching assistance model, which helps inspire the significance of saving energy and reduce carbon emissions in higher education environment. Our country has been putting education informationization in a very important position. In recent years, the demand of college education informatization is more urgent, which calls for the reform of college classroom teaching mode. “O2O teaching mode” is a teaching mode that integrates online and offline teaching, uses computer information network technology, makes use of network media, and relies on online MOOC platform to carry out online network learning and offline face-to-face classroom learning. “O2O teaching mode” has the characteristics of openness, interactivity, individuality, convenience, and generation, which is conducive to changing students' learning mode and teachers' teaching mode, realizing resource sharing, and improving teaching quality. English is a practical course. In the practice of modern English teaching, it is necessary to maintain and develop the advantages of traditional humanistic teaching, and to make efficient use of the media resources and network resources under the condition of modern educational technology, so as to ensure that English learners have active and sufficient practice opportunities. With the popularity of the Internet and the development of MOOC, more and more English learners begin to learn independently online. English online learning platform has become an indispensable tool for independent learning and daily English teaching. Especially when the Internet is connected with the campus network, the role of the network has changed from teaching auxiliary resources to teaching platform, making online learning become a new way of learning, realizing the interaction of English teaching in the network environment.

ANATOMICAL ANALYSIS OF ISLAMIC RELIGIOUS EDUCATION CURRICULUM AT GENERAL HIGHER EDUCATION IN INDONESIA

This article explores the anatomical characteristics of the Islamic Education Curriculum based on personal and community development in General Higher Education in Indonesia. This research is a qualitative study, words or actions of people observed and interviewed are the main data sources. The primary data sources of this study were elements of faculty leaders, heads of study programs, students, and lecturers of Islamic Religious Education. This study illustrates how the anatomical characteristics of Islamic Higher Education of General Islamic Education curriculum support strengthening personal and community development. The research findings show that the learning achievements of graduates, the content and teaching materials, the learning process or learning experience, and the assessment model illustrated in the curriculum structure, strongly support the development of responsibilities as individuals of Allah's servants and as Khalifah fi al-ardh. The aspect of personal development is the aspect of tathwir al-nafsi in the form of individual monotheism which includes the teaching of Islamic belief, strengthening of mahdhah and others. The aspect of tathwir al-ijetimaiy, illustrated in the strengthening of student social monotheism in the form of al-amr bi al-makruf wa al-nahy an al-mungkar, the human concept as caliph, democracy, science, technology, art, harmony, civil society, welfare, religious people, Islamic culture, Islamic political system, and democracy. The learning process is still dominated by increasing the understanding of the propositions, concepts, and theories with the teaching model of information processing. The internalization process through practice with social and humanistic teaching models still needs to be improved.

An autoethnography of becoming critical in Physical Education Teacher Education

ABSTRACT At the onset of emergency remote teaching in higher education, as a rapid response to the virus pandemic, I organised an online course that focused on Game Based Approaches. The course was part of the professional development initiatives I have been designing for Physical Education teachers over the past ten years, as a teacher educator working in a modern university context. I envisioned myself empowering PE teachers to take activist roles in their practice and I worked towards increasing their receptiveness to humanistic teaching. The aim of this paper is to use the above course as an inciting moment for reflecting on the personal and cultural tensions inherent in the employment of critical pedagogy principles by novice academics. To achieve the above, I employ autoethnographic writing to describe the dimensions that may shape teacher educators’ efforts to re-read both their pedagogical and their emotional knowledge.

Wokół roku 1420. Początki szkolnictwa renesansowego we Włoszech

Paul F. Grendler suggested the year of 1420 as a symbolic date marking the dawn of Renaissance humanist teaching in the Latin education system. In 1420, the commune of Verona employed Guarino Guarini da Verona (1374–1460) to teach on the basis of Cicero’s letters and speeches. The anniversary has posed an opportunity to challenge a stereotype of two epochs: the Middle Ages and Renaissance, perpetuated in contemporary narration. I have presented my own image of these epochs, synthetic and simplified, yet based on historical facts. The synthetic approach to the similarities and differences between the Middle Ages and Renaissance, suggested here, is coherent with the changes which took place at the dawn of Italian Renaissance education (presented in the second part of the article). I have found out that this development was possible owing to personal contacts among humanists and their familiarity with inspiring texts. I have also discovered that before 1420, before Renaissance humanist education was introduced to public city schools, it had left its mark on self-education, informal relations, private city schools and urban home schooling. Only then did studia humanitatis became attractive to Italian communes and started to employ teachers knowledgeable about the new curriculum. The differences between the Renaissance and medieval education models in Italian public city schools include primarily the means at hand (i.e. the curriculum, the obligatory reading and partly the teaching organisation). They did not pertain to the major goals set by the then teachers (i.e. providing children and adolescents with knowledge and skills that they found useful in adult life, coupled with moral teaching and developing their habits). In my opinion, the Renaissance education model is continuation of the medieval model rather than its opposition because these two models complement each other harmoniously.

RETRACTED: Multimodal discourse analysis in the blended teaching of college English flipped class

With the development of the new curriculum reform in China, the traditional college English teaching model is no longer suitable for the needs of college English teaching tasks in the new era. The multimodal literacy teaching in the college English multimodal teaching mode is to help students internalize their English language skills after learning and understanding English knowledge, thus improving the efficiency of English learning. The hot spots and topics in the information age are always inseparable from technological innovation. Wearable technology is becoming more and more popular, the scope of research is expanding, and innovations are constantly emerging, showing interdisciplinary and integrated features. This paper introduces the wearable technology in detail, and takes the college English teaching as an opportunity. Through the questionnaire survey of teachers and students, this paper analyzes the survey data. The results of the survey show that wearable technology can stimulate academic interest in college English. This research attempts to conduct interdisciplinary research on multi-modal semiotics and humanistic teaching methods in the following areas, which expands the scope of research and, to a certain extent, enhances the vitality of multi-modal discourse analysis.