Human Education Research Articles

Construction of Student-centered Teaching Evaluation Index System in College Classroom

The classroom teaching evaluation system commonly used in current universities is facing multiple challenges, such as the disconnect between evaluation indicators and evaluation subjects, vague evaluation objectives, and unreasonable indicator design. These problems directly lead to the neglect of student's learning experience and satisfaction as learning subjects, making it difficult to effectively achieve the original intention of "promoting teaching quality improvement through evaluation and driving student learning progress through evaluation". In view of this, this article focuses on the current student evaluation index system in a university in Hebei Province, China. Drawing on the educational philosophy of the humanistic education pioneer Rogers' "student-centered" approach, a diversified evaluation index system guided by student satisfaction and learning outcomes is constructed through reconstruction and optimization.

Comparative Study of Humanistic Education Concepts between China and the West and Its Implications for Education Reform in China

Comparative Study of Humanistic Education Concepts between China and the West and Its Implications for Education Reform in China

Give Students Autonomy in the Use of Break Time in Conformity with the Principles of Humanistic Education

Humanistic education (also known as person-centered education) is a learning theory based on humanistic psychology, aiming to promote the development of the learner as a “whole person.” Various aspects such as the intellect, social and emotional skills, and artistic and practical capabilities of the student are all important considerations in the humanistic approach to education (Zhang, 2010). It places a great deal of emphasis on students’ choice and control over the course of their education. Students are encouraged to make choices that range from day-to-day activities to goal settings. According to Rogers, one of the founders of humanistic psychology as well as the humanistic learning theory, the primary purpose of education is to train the student to want and know how to learn, and the ability to learn should relate to the fulfillment of other needs (as cited in Xie, 2016).

Relevance and adaptation of the theoretical bases and methodological foundations for dualvocational trainning in order to improve academic offerings of Costa Rica’s higher education: Study Case of Escuela de Secretariado Profesional

Since 2000, the Escuela de Secretariado Profesional (ESP) has ventured into the Dual Vocational Training Project as a teaching and learning modality. Its purpose is to promote the comprehensive development of the university community members and provide them with a humanistic education based on the study of the national reality. This Project involves a practical experience in which students assume responsibilities according to their academic level. It offers students suitable training for their professional profile and ensures a supply of competent human capital for the corporate area. This Project was born with the purpose of “promoting the comprehensive development of the members of the university community and providing them with humanistic training, based on the study of the national reality and in light of the themes and achievements of universal culture”, as stated in the Organic Statute of the National University. Dual training promotes the linking of theory and practice and integrates the student into the company for the development of new professional skills; it seeks to articulate the training and development of generic and specific skills effectively and efficiently, aimed to achieve comprehensive training in the student, in addition to work experience. Currently, dual training is not part of the academic curriculum, and students voluntarily choose to participate. Tutor professors collaborate on an honorary basis, and companies receive competent and qualified human resources without payment for the services provided by the student. Therefore, the article aims to validate the relevance and adaptation of the theoretical foundations and methodological principles to enhance higher education offerings in Costa Rica.

Relevance and adaptation of the theoretical bases and methodological foundations for dualvocational trainning in order to improve academic offerings of Costa Rica’s higher education: Study Case of Escuela de Secretariado Profesional

Since 2000, the Escuela de Secretariado Profesional (ESP) has ventured into the Dual Vocational Training Project as a teaching and learning modality. Its purpose is to promote the comprehensive development of the university community members and provide them with a humanistic education based on the study of the national reality. This Project involves a practical experience in which students assume responsibilities according to their academic level. It offers students suitable training for their professional profile and ensures a supply of competent human capital for the corporate area. This Project was born with the purpose of “promoting the comprehensive development of the members of the university community and providing them with humanistic training, based on the study of the national reality and in light of the themes and achievements of universal culture”, as stated in the Organic Statute of the National University. Dual training promotes the linking of theory and practice and integrates the student into the company for the development of new professional skills; it seeks to articulate the training and development of generic and specific skills effectively and efficiently, aimed to achieve comprehensive training in the student, in addition to work experience. Currently, dual training is not part of the academic curriculum, and students voluntarily choose to participate. Tutor professors collaborate on an honorary basis, and companies receive competent and qualified human resources without payment for the services provided by the student. Therefore, the article aims to validate the relevance and adaptation of the theoretical foundations and methodological principles to enhance higher education offerings in Costa Rica.

Factual and experiential understanding as the goals of the 21st century education

The author draws our attention to the importance and complexity of developing learners' understanding as the goal of education. Her starting point is the proposal of distinguishing two types of understanding, arising from different paradigms and highlighting different aspects of this process. She distinguishes factual understanding, which is the focus of traditional pedagogy embedded in the positivist paradigm, which comes down to the mental process of updating knowledge about objective reality, and experiential understanding, the importance of which is recognized by humanistic pedagogy, which assumes that the world available to a man is a reality of values and meanings, and the process of understanding should be considered as a feature of the human way of being, consisting in their constant interpretation. In the context of this duality of meanings of understanding, she considers the presence of factual and experiential understanding in the teleological pedagogical discourse - creating goals for the 21st century education. For this purpose, she reflects on leading international educational reports and documents regarding the education system in Poland (educational reports and provisions of legal acts), as well as recalls the classic taxonomy of goals, which is a model for practitioners in formulating educational goals. The analyzes lead to the conclusion that while at the level of setting the final goals, the importance of education in understanding the world in the sense of experiential understanding is indicated, this perspective changes at the level of intermediate and specific goals, where understanding has only material connotations.

ANTi-microhistory of social innovation: humanistic education at Robert Owen’s New Harmony experiment

Purpose The purpose of this study is to present ANTi-microhistory of social innovation in education within Robert Owen’s communal experiment at New Harmony, Indiana. The authors zoom out in the historical context of social innovation before zooming into the New Harmony case. Design/methodology/approach The authors used ANTi-microhistory approach to unpack the controversy around social innovation using the five-step procedure recently proposed by Mills et al. (2022), a version of the five-step procedure originally proposed by Tureta et al. (2021). Findings The authors found that the educational leaders of the New Harmony community preceded proponents of innovation, such as Drucker (1957) and Fairweather (1967), who viewed education as a form of social innovation. Originality/value The authors contribute to the history of social innovation in education by exploring the New Harmony community’s education society to uncover the enactment of sustainable social innovation and the origin story of humanistic management education.

Teori Belajar Humanistik serta Penerapannya dalam Pembelajaran

Not just a means of knowledge transformation, but the learning process of humanistic education is part of developing human values. This research uses a literature study method with a descriptive qualitative research type with library research which seeks to describe the role of humanistic learning theory and its application in learning. The theory of humanism, which was initiated by key figures such as Abraham Maslow and Carl Rogers, has the main goal of encouraging human self-development towards autonomous self-actualization. The implementation of humanistic theory in education includes forming students with noble character, motivating students to learn actively, and creating an environment that supports students' positive self-development. The main aim of education by applying humanistic learning theory is to humanize humans.

Humanistic Education Approach and Restorative Justice To Increase Juvenile Legal Compliance

Wonocolo Polrestabes Surabaya Police Station has taken effective steps and approaches in dealing with juvenile brawl delinquency in their area. They use a humanistic education approach that focuses on the protection of human rights and a restorative justice approach. In handling these cases, Wonocolo Police conducted literature studies, interviews, documentation, and observation as data collection methods. The data were then analysed using the instruments of humanistic education approach and restorative justice. The results showed that the efforts made by Wonocolo Police have succeeded in increasing legal compliance among teenagers, by promoting an approach that respects and protects their rights. In dealing with this problem, Wonocolo Police Station has proven that they can be a good example in handling teenage brawls by prioritising an educative approach, using a humanistic approach, and restorative justice to protect children and ensure their healthy growth physically and psychologically.

Rubber genocide in Joyce and Beckett: from Roger Casement’s Congo to Vél d’Hiv and Auschwitz

This essay argues that the political imaginations of both James Joyce and Samuel Beckett were shaped by their familiarity with Roger Casement’s official reports on the catastrophic atrocities that accompanied rubber extraction in the Congo Free State (1904) and Putumayo Amazon (1912). Joyce recognized the depopulation in the Congo as of a structural pattern with Ireland’s long history under British imperialism. But in Dubliners, Joyce clothes characters in consumer rubber to ask whether pursuing much-needed Irish autonomy through economic liberalism also risks backsliding into structural racism. Beckett extends the ethics of Joyce’s racial critique to Le dépeupleur (The Lost Ones), in which novella a “little people” are housed in a rubber cylinder. Here an anthropological narrator describes with French colonial tropes and humanist education why this entire population should die. Beckett’s story borrows elements from Casement and Joyce. But it also takes structure and detail from Vél d’Hiv and Drancy, Parisian holding camps for rounded-up Jews, who were then transported to Auschwitz. (Exterminatory labour from Auschwitz III-Monowitz built a factory to produce synthetic rubber, still in use today.) Beckett reworks Joyce’s caution to confront French society with its complicity in Nazi genocide, an evasion of responsibility that he suggests was prepared in colonial racism and the evisceration of intention in humanist and liberal logics. This essay shows, then, an Irish modernist tradition grappling with an ethical basis for understanding comparative genocide.

The Function of Humanities Education in Russian Language at University

Humanities education emphasizes humanistic education, aims at perfecting personality, and focuses on achieving and promoting the harmonious development of individual body and mind. Humanities education in universities is mainly embodied in general education courses, but specialized courses education also plays a non-negligible and irreplaceable role in cultivating humanities education for college students. In this paper, we explore the functions of specialized Russian courses in disseminating humanistic knowledge, enlightening humanistic thoughts, cultivating humanistic spirit and shaping a sound personality from the perspective of university Russian education, and discuss the qualities that teachers should possess and the role they should play in it.

REKONSEPTUALISASI PENDIDIKAN TINGGI ISLAM DI DAERAH DALAM PERSPEKTIF PAULO FREIRE

This research aims to reconceptualize Islamic higher education in the region from Paulo Freire's perspective. The focus is on Paulo Freire's educational philosophy, the portrait of higher education in the region, and its reconstruction. The method used in this research is the library research method. The results showed the Freire's formulation of educational philosophy is that education introduced as the education for the oppres, namely educational system is constructed mutually with the oppressed them selves. The education system used to negate an education system which was oriented towards mastery or dominance. Awareness is the core of philosophical process offered by Freire because its human liberation and humanization can only be carried out if individuals or groups in a society are real aware of the reality of themselves and the world around them. Constructively, Islamic higher education in the regions is expected to be able to reorient towards quality aspects that go hand in hand with accessibility, which is a main part of regional government programs in the context of investing in human resources. Furthermore, the higher education curriculum is expected to be able to accommodate contemporary developments through the principles of independent learning on independent campuses by prioritizing the basic principles of humanist education, as in Paulo Freire's educational philosophy.

Analysis of the Application of Montessori Humanistic Education in Preschool Education Under Different Background

Analysis of the Application of Montessori Humanistic Education in Preschool Education Under Different Background

Shaping Teachers' Aesthetic competence with Aesthetic Education Concepts in Confucius Ideology

Confucius established a comprehensive framework of aesthetic education based on the rich heritage of aesthetics passed down through generations. His profound insights emphasized an aesthetic education philosophy rooted in "benevolence" and centered around "humanization." He seamlessly integrated these principles into the establishment of a rational social order and the cultivation of an ideal personality. This perspective holds significant practical significance and social value in contemporary efforts to advance aesthetic education and shape individual personalities. Confucius believed that aesthetic education transcended the mere appreciation of beautiful things; it was a holistic process of personal development and refinement that intersected with moral and humanistic education. His vision recognized the inseparable link between aesthetics, emotions, spirituality, and culture. In today's rapidly changing world, characterized by technological advancements and accelerated lifestyles, the importance of aesthetic education and personality development has grown exponentially. Confucius' aesthetic education philosophy offers invaluable guidance and insights. It not only enhances our ability to understand and appreciate beauty but also aids in finding our place in a dynamic society, enabling us to harmonize with ourselves and our surroundings. Confucius' teachings inspire us to integrate aesthetic education into our lives and educational systems, fostering well-rounded individuals who appreciate beauty, uphold moral values, and contribute positively to society. In doing so, we can embrace the timeless wisdom of Confucius to navigate the challenges of the contemporary world while nurturing our inner selves and our collective humanity.

The Role of Halo Effect on Anxiety in Learning English of Chinese Students

The classroom is the wilderness where students' lives grow, and the new standard calls for education of humanistic spirit. This paper starts by analyzing students' anxiety emotions in English learning and exploring teachers' practices in English classroom teaching. Both personality issues and external factors can cause anxiety. Teachers should adopt active teaching strategies to encourage and help learners to overcome the resistance brought by their own factors and environmental factors, so that students can overcome anxiety and maintain a strong interest in learning and thirst for knowledge. Teaching strategies include three aspects: First, psychological counseling for individual differences can guide self-regulation of anxiety; second, establishing a new teacher-student relationship can reduce the external variables of anxiety; third, activity relaxation and experience win-win cooperation can eliminate fear of difficulties through entertaining. Teachers use the halo effect of humanistic education to overcome students' anxiety about learning English. This effect can be applied to classroom teaching in the future and has very important practical significance. Future research should continue to innovate and improve classroom teaching, so that the English classroom is harmonious and win-win.

Academic performance beyond the metrics: A qualitative content analysis of nursing students' perceptions

AimTo explore the undergraduate nursing students' perceptions about the factors influencing their academic performance. BackgroundAcademic performance is the measure for the achievement of learning objectives and skills development. Thus, the literature on nursing education has already pointed out the factors associated with this construct. However, it is essential to understand the in-depth influencers of academic performance from the perspective of nursing students. For this, it is essential to analyze not only numerical indicators, but also to understand the perceptions of undergraduate students about the factors that can influence this performance. DesignDescriptive study with qualitative approach. MethodsTwenty-two undergraduate nursing students were recruited from a Brazilian public university. Interviews were collected and submitted to Content Analysis, thematic modality, and discussed according to references of critical and humanist education. ResultsTwo thematic categories emerged from the interviews representing the students' perceptions: 1. The student - history and relationships, with the thematic axis quality of previous education, intrafamily processes and roles, family support, socioeconomic aspects, interpersonal relationships, copping with difficulties, mental health, and physical well-being; and 2. Academic experiences and their challenges, with the thematic axis academic adaptation, professor's didactics and preparation, structure and support provided by the University, management of study time, and participation in extracurricular activities. The students saw them as intervening factors in their academic performance, physical and psychological well-being, established interpersonal relationships (including the relation with peers and professors), family structure, socioeconomic aspects, academic conditions, and the transition to higher education. ConclusionFrom the perspective of students, socio-historical aspects and constructs established in relationships with colleagues and professors at the university are directly related to their academic performance and directly influence their ability to achieve the proposed learning objectives and acquire essential competencies for their education.

Konsep Merdeka Belajar Bagi Anak Usia Dini Perspektif Ki Hajar Dewantara


 
 
 The concept of independent learning is a concept that emphasizes the ability to think independently. Merdeka is here aimed at providing educators, students and parents with comfort and enjoyment in learning to facilitate innovation and creativity. This is based on the fact that individuals with an independent disposition are more likely to experience freedom in using their innate abilities effectively. Talking about the concept of freedom to learn is actually not something new, but has been propagated for a long time by Ki Hajar Dewantara. The ideas and concepts put forward by him have contributed to the formation of a more organized and well-defined framework in the field of education in Indonesia. However, in reality, currently it can be said that the quality of education still needs to be improved, especially in Early Childhood Education Institutions. So the aim of the research was to describe the concept of independent learning for young children from the perspective of Ki Hajar Dewantara. This research uses qualitative methodology, namely descriptive analysis which includes library research. Research findings show that freedom to learn is one of the efforts to achieve humanist education. One of the educational ideas that is very important to be disseminated in the learning practices of the society 5.0 era. According to Ki Hajar Dewantara, the presence of free learning for young children fosters a sense of unlimited freedom in carrying out play activities. Children will freely explore as an indication that children have physical and psychological independence. Not only that, Ki Hajar Dewantara included the concept of freedom of learning as one of the five basic principles of Panca Dharma which includes "freedom or independence, culture, nature, nationality and humanity".
 
 

The Influence of Humanities on Art and Design Learning Performance: An Empirical Study

AbstractTheoretical studies and perspectives have argued that humanities positively influence art and design learning performance, yet little study has tested this argument empirically. Further than testing the impact of humanities on art and design learning performance, the present study explores how humanities influence art and design learning performance. The present study investigates the influence of humanistic knowledge (e.g., history and literature) and skills, capabilities (e.g., innovation and narrative) and spirits on art and design learning performance (e.g., professional course marks) empirically via a survey. The moderations of age and gender are also tested. The results showed that humanistic knowledge and skills and humanistic spirits increase the art and design learning performance of visual communication and industrial design students, respectively. Humanistic capabilities increase art and design learning performance for all subjects. Besides, we found the individual difference that the effects of humanistic capabilities and humanistic spirits are stronger in male visual communication students than in female visual communication students. The pedagogical strategy of humanistic education for improving art and design learning is discussed based on the results.

A Double Voice on Latin Grammar, or a Gloss to Reflections on the Challenges of Cultural Pedagogy

The aim of the article was to demonstrate, referring to the arguments taken from the correspondence and essays of Jerzy Stempowski and Bolesław Miciński, that humanistic education (actually: humanistic formation) still can and should be the foundation of the educational process. The title “Latin grammar” functions here as pars pro toto of culture. Knowledge of classical patterns – attitudes, actions, creation, or destruction of social structures – enables communication and creates the basis for formulating projects of the future. The protagonists of the article remind us about the basic culture forming aspect of tradition – collective memory and individual attitude to it. They also point to individual responsibility as a distinguishing feature of the Mediterranean culture

The Space and Role of Discussion in University Studies in the Context of Socrates’ Philosophy of Education

This article analyses the role of discussion in university studies in the context of Socrates’ philosophy of education. The article begins with a discussion of the relevance and continuity of Socrates’ ideas on philosophical education in the contemporary educational space and highlights the importance of Socratic discussion in university studies. It is argued that discussion contributes to the development of one of the most essential skills of the 21st century, i.e. critical thinking, which encompasses the totality of analytical, social and personal skills. The paper also points out that Socratic pedagogy of discussions and humanistic education contribute to organising student-centred studies and enable the consolidation of lifelong learning. These competencies and skills are becoming a priority educational objective in the current age when knowledge, technology and the world are constantly changing and renewing.The second part of the paper deals with the specificities and polarities of the discussion process. The distinction between authentic and inauthentic discussion is made in the context of Socrates versus the Sophists. Much attention is paid to highlighting the difference between authentic discussion and inauthentic one as pseudo-discussion to provide pathways and guidelines for the implementation of authentic dialogue in the study process.