Human Education Research Articles

Vinculación de la enseñanza con la vida

El aprendizaje constituye el camino esencial que prepara al individuo para la vida. El presente trabajo de revisión bibliográfica tiene como objetivo analizar las principales características de la pedagogía humanista, sustentado en los métodos de análisis de contenido y hermenéutico. El análisis e interpretación de la literatura especializada permiten concluir que la enseñanza para la vida prepara al individuo para asumir estrategias direccionadas a la búsqueda de conocimientos que permitan solucionar los problemas que surgen en el transcurso de su existencia. La pedagogía humanista persigue al desarrollo integral del sujeto, potenciando sus capacidades, donde el principal contenido del proceso de enseñanza-aprendizaje es la vida humana. Entre los factores para alcanzar este propósito están la creación de espacios armónicos de aprendizaje partiendo de los resultados del diagnóstico, empleo de las vivencias cotidianas para el acercamiento del educando a los contenidos, las tareas para la casa como recurso de sistematización y reafirmación, las estrategias de evaluación y el fomento de valores humanos. Existen metodologías de enseñanza como el aprendizaje basado en la resolución de problemas, los juegos cooperativos y los videos enmarcados en la teoría social del aprendizaje, que propician el acercamiento de los contenidos curriculares a la realidad del escolar.

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.

On the pivotal basis of the educational paradigm of the 21st century

Relevance. The modern world is special. Our country is not an exception. The domestic education has also become different. Besides, it is obvious that reliance only on the conventional theoretical and methodological principles does not always lead to the desired result. In this regard, the issue of changing the educational paradigm is becoming more acute. The goal-oriented functional basis of such paradigm can be humanization, since it is a solid foundation for the harmonious development of a person, the growth of his/her essential forces and abilities at the new historical stage of social evolution. The research problem is the following: Earthlings are faced with the daunting problem of building optimal relationships between a human and a human, a human and the society. This challenge impels pedagogical science and educational practice to search for foundations that will contribute to resolving the contradictions between separateness and wholeness, isolation and unity, chaos and harmony. The aim of the study is to reveal the essence of humanization as the pivotal basis of the educational paradigm corresponding to the peculiarities of the social evolution in the 21st century. The research methodology consists in the conceptual provisions of humanistic pedagogy, anthropological and learner-centered. The specific methodological tools involved the principles of historicism, integrity, consistency, movement from the general to the particular and unique. The study also considered content-structural, activity-based, sociocultural and system-functional principles. The research methods comprised the study of monographic and scientific-methodical works, educational practice, along with their analysis, identification of special phenomena at the new stage of historical development, substantiation of the findings and interpretation of the suggested ideas. Results and discussion. The article gives a brief review of creating educational paradigms at different stages of social evolution, reveals their essence and identifies groups of principles covering various aspects of school’s functioning. It is emphasized that the implementation of these principles will ensure the humanization of training and nurturing. The paper also defines the key characteristics of the pedagogical process, designed in accordance with the conceptual provisions of the humanistic paradigm, outlines the main sets of interrelated tasks facing the education of the 21st century and substantiates the idea that humanism is the pivotal basis for the educational paradigm of the present century. The most discussed aspects of the problem are practice-oriented issues related to developing the content of humanistic education which would contribute to the formation of the basic humanistic worldview of students. Conclusion. The presented work reveals, generalizes and interprets the ideas of the humanistic tradition that underlie the educational paradigm of the 21st century. Among the leading development trends of the modern education, humanization is proved to be its cornerstone, corresponding to the peculiarities of social evolution at the current historical stage.

키워드 네트워크 분석을 활용한 국내 학교폭력예방 관련 연구동향 분석

The purpose of this study is to examine the research trends on the prevention of school violence. To be specific, the main goal of this study is to analyze what kind of ‘keywords’ were mainly conducted on the prevention of school violence in Korea from 1996 to June 2020. By analyzing 668 papers on Academic Research Information Service (RISS), and dividing the period of 25 years into a total 5 time frames on a five-year basis, this study try to provide an in-depth research into the prevention of school violence. Keyword network analysis method using KrKwic and Gephi was conducted in this study. According to the analysis, the keyword "school violence" are the most frequently used on the prevention of school violence field, and followed by "school violence prevention," "youth," "cyber bullying," "school," "school violence prevention program," "school violence prevention law," “bullying,” and “juvenile delinquency.” From the first period to the fifth period, there was a quantitative increase in keywords, especially in the fourth period. Second, as a result of analyzing the degree of network connection and centrality, the keyword ‘school violence’, 'school violence prevention', 'youth', 'humanistic education', 'aggression', 'cyber bullying', 'school police officer(SPO)', 'school', 'juvenile delinquency, 'school violence prevention program' and 'school violence prevention laws’ hold the high rank on the each category of degree, betweenness centrality, closeness centrality and eigenvector centrality. From the first period to the fifth period, diverse keywords that affects the intermediary role were appeared and it made connection network structure more complicated. Based on the research results, we hope to provide basic data for further research in the field of prevention of school violence and practical development of future education.

Management of the Independent Learning Curriculum during the Covid-19 Pandemic

The curriculum is something that cannot be avoided in interacting with the educational environment. Covid-19, which has become a pandemic in more than 200 countries in the world, demands changes in various fields, including education, in this case the curriculum. This study aims to examine the status, all things considered, ranging from teachers, learning facilities, students and school partnerships, namely the school committee (parents of students). on the one hand, the readiness of some teachers in mastering technology is still not optimal as a demand for distance learning and the school is not yet optimal in disseminating the curriculum for independent learning or the enactment of the curriculum during the pandemic. This investigation utilizes an illustrative subjective technique which means analyzing and afterward describing the problem obviously, sourced from library research with metaphysical realism as the approach. To help understudies influenced by the pandemic and possibly left behind, instructors are required to complete a symptomatic evaluation. The aftereffects of the appraisal are utilized as the reason for choosing learning procedures and giving healing or extra exercises to understudies who are generally given up. Therefore, we need a humanistic educational approach. The concept of humanistic education aims to make humans have awareness, freedom, and responsibility as individuals but in fact live in society.

Pendidikan Humanistik Dalam Perspektif Al-Qur’an

The concept of humanistic education in the Qur'an contains elements including: a) Human education physically and biologically; b) inner human education and psychology; c) social human education and d) spiritual education. Concepts in the perspective of Al-Qur’an which become the foundation for a humanist education, including: the nature of human form, the potential of humanity, and the purpose of human creation. The humanization applied in the Qur'an does not leave the role of man on earth as its function and role as "imarah al-ardl," and as a servant who is obliged to serve the khalik as his function and role as "ibad." As for education with a paradigm the humanists contained in the Qurʻan are: First, putting back all educational activities (talab al-ilm) under the framework of religious work which aims to seek the pleasure of Allah. Second, there is a comparison between religious knowledge and general knowledge. Third, freedom in developing science. Fourth, reviewing grounded science so that it can be implemented in daily life and start trying to implement an integrative educational strategy. The activities of human life are based on the spiritual dimension so that they do not harm others. This thought emphasizes the development of human potential in order to be able to portray themselves as ‘abd Allah and the khalifah of Allah. This education is intended to help students actualize their potential to become independent and creative people who are aware of God's presence in themselves.

The Humanization of Early Children Education

This study discusses the teaching-learning process seen from the humanistic education theory from Carl Ransom Rogers at Asmaul Husna Learning Park, South Jakarta. This paper focuses on the educational perspective's operation through fun learning techniques, integrated learning, and thematic learning. In this paper, the data sources are obtained through field observations and structured interviews from January to July 2019 using the case study method. Through the humanistic educational theory approach, this educational study is the importance of understanding the character and potential of early childhood to optimally develop children intellectual, emotional, and spiritual intelligence. Although sometimes some students are disobedient or lazy to take part in learning, teachers and institutional managers anticipate this by presenting information about child development. Even to a certain extent, the institution also includes parents to participate in learning activities together. Here is also the importance of a teacher's creativity in communicating, choosing parenting styles, and various other stimulations when carrying out the teaching and learning process in class and outside the classroom. Without teachers' creativity in teaching and learning, the improvement and enhancement of cognitive, affective, and psychomotor aspects will not be optimal. An educational perspective places the humanization aspect as the basis for transferring knowledge, transferring human values, and transferring happiness.

Cultural pedagogy and it’s development on the threshold of 3rd decade of 21st century

This paper - as stated in the title - covers theory, research and practice of cultural pedagogy in Poland, especially at the beginning of 3rd decade of 21st century. It consists of 2 parts concerning the following issues: History until the end of 20th century Tradition, origin, subject and philosophical assumptions Cultural pedagogy in the interwar period in Poland Cultural pedagogy as a humanistic pedagogy after 2nd World War 2. Return of cultural pedagogy after 1995 and it’s further development Cultural pedagogy, it’s humanistic-anthropological character Important publications and academic centers which popularize cultural pedagogy Summary Connecting theory and practice is a requirement for effective education and development of humanistic-anthropological cultural pedagogy which is open to „real world” and „symbolic world”. The last statement, justified in the Summary, is the main thesis of this paper.

College English Assistant Teaching System Based on Artificial Intelligence

With the development of information explosion and education reform, traditional education is facing great challenges. It is imperative to reform teaching methods and means. As a new teaching method, artificial intelligence technology has been widely used in college English teaching. The system receives information, processes it, and feeds back the results, that is, man-machine conversation. With the rapid development of network and multimedia technology, Teachers should combine network and multimedia technology to improve the diversity and interest of English teaching, so as to improve the quality of English teaching. This paper studies the present situation of English teaching at home and abroad, finds out the advantages and disadvantages of English teaching resources in China through literature retrieval, interview and questionnaire survey. Under the guidance of constructionist teaching theory, humanistic education theory and developmental evaluation theory, this paper analyzes the advantages and disadvantages of English teaching resources in China based on the development characteristics of contemporary college students and the contents of current college English courses. According to the teaching principle of “student-centered, process oriented, communication oriented, people-oriented”, this paper analyzes the advantages and disadvantages of domestic English teaching resources The results show that: from the perspective of the purpose of College English learning, to improve students’ comprehensive ability and quality, the proportion is the highest, accounting for 26%.

Educação Humanística e Orçamento Participativo em Unidades de Ensino de Mirandela e Bragança

O presente estudo teve o objetivo de analisar a aplicação do Orçamento Participativo das Escolas (OPE) em duas unidades escolares em Portugal, a Escola Profissional de Agricultura de Carvalhais, em Mirandela e o Agrupamento de Escolas Emídio Garcia, em Bragança, mais precisamente, a aplicação do OPE como ferramenta de ensino dentro dos preceitos de educação humanista, omnilateral, com base nos autores clássicos dessa pedagogia: Marx, Gramsci e Freire. No âmbito do paradigma qualitativo, realizou-se um estudo de casos múltiplos com aplicação de entrevistas semiestruturadas a um representante de cada escola, com o objetivo de caracterizarem a sua instituição quanto à utilização do OPE como ferramenta educativa no quadro da educação humanista. Observou-se que o OPE é um programa de governo do país com o interesse em ser princípio educativo, contudo não apresenta viés humanístico em sua aplicação. Dessa forma, espera-se que o OPE possa ser aplicado num viés omnilateral a todos os alunos das escolas envolvidas.

THE DEVELOPMENT DESIGN OF CURRICULUM 2013 FOR FIQIH LEARNING THROUGH A HUMANISTIC APPROACH

This study aims to describe the design of the 2013 curriculum development and the humanistic approach through the 2013 curriculum (Core Competencies and Basic Competencies) in Islamic jurisprudence subjects at Madrasah Ibtidaiyah (MI). The authors consider that it can later be the best solution for learning Fiqh through a humanistic approach. This research method uses content analysis. Content analysis is a research that is an in-depth discussion of the content of information contained in a mass media (analysis of the content of the object is mainly mass media). This study indicates several curriculum designs in 2013, including scientific discipline curriculum design, community-oriented curriculum design, student-oriented curriculum design, technological curriculum design, and Fiqh curriculum material. A balance must be reached between the materials that describe the principles of humanistic education. In this study, the authors also provide a solution that the concept of Fiqh learning uses a humanistic approach.

Towards an Integral Study of Religiosity Rooted in Mircea Eliade's New Humanism

"Towards an Integral Study of Religiosity Rooted in Mircea Eliade's New Humanism. The present article advocates for the development and the implementation of a philosophy of religiosity informed by Mircea Eliade’s new humanism, Eugeniu Sperantia’s axiotropism, D. D. Roşca’s outlook on human existence and Aurel Codoban’s hermeneutic philosophy of religions. If such an integral study of religiosity were to be accommodated by a new educational paradigm, the resulting humanist pro-social education would protect society from underlying drivers of polarisation such as religious dogmatism and fundamentalism. Keywords: religion, religiosity, Eliade’s new humanism, the philosophy of religions, attitudinal values, the human ideal "

Social Change through Digital Delivery Mechanisms: AN AICTE Initiative for Teaching Universal Human Values through Online Platforms

Can classrooms become effective training grounds to nurture high ethical standards in businesses? This paper examines the potential of one such attempt made by the All India Council of technical Education (AICTE), to usher in a new generation of business leaders, entrepreneurs and professional, who understand the need for adhering to the standards of corporate governance, and become practitioners and advocates of an ethical business culture. Universal Human Values, (UHV), is a new course mandated to be taught to all undergraduate and postgraduate degree students, under the new education policy, and is aimed towards a conscious cultural shift. This paper examines the impact of teaching UHV to students and seeks to understand the possibility of students adopting a value based lifestyle that encompasses both their personal and professional choices. This paper also makes an attempt to understand the impact of Universal Human Value Course on bringing change in the mind of students which ultimately lead to social change in their behaviour and actions to lead harmony and happiness in society and nations at large. The identification of values, based on right understanding enables the formation of a vision for humanistic education, humane conduct and humanistic constitution that leads to the Universal human order and ensuring harmony with self and others to lead a happy and mutually fulfilling life. In short, the use of digital education for teaching Universal Human Values is an attempt to bring change in the mindset of the young generation for bringing social change. This paper is an attempt to bring a certain set of proposals to explore oneself and expense of living in order to better understand human life and bring social change through the education of Universal Human Values. The research methodology is based on primary and secondary sources.

A Tribute to Two Humanistic Educators in China: Lu Jie and Tao Xingzhi

On the December 25, 2020, Prof. Lu Jie, the Emeritus Professor and former Dean of the Faculty of Education at Nanjing Normal University passed away. The sudden news struck me and recalled my nearly 30 years’ friendship with Prof. Lu since 1991, stirring up also my memories of pre-1949 Christian colleges of China, and the promotion of “education of love” at Ginling College and Nanjing Normal University, from the time of Prof. Wu Yifang, Prof. Minnie Vautrin, Prof. Tao Xingzhi and Prof. Lu Jie. In this paper, I shall recall the various meetings with Prof. Lu Jie, and how her life has inspired my re-thinking of the development of “education of love” in China. I shall relate especially her humanistic educational ideals, especially the “education for life” and “cultivating human beings” with Prof. Tao Xingzhi’s “education of love.” Their educational ideals reflected the humanistic education taught at the University of Nanking and Ginling College in the first half of 20th century China. Though the two colleges had brought in a Western style of education, they had exemplified good models of indigenization, especially regarding how humanistic education could become Sinifized in Chinese soil today.

PERSPEKTIF PEMBELAJARAN KEWIRAUSAHAAN DI PERGURUAN TINGGI DENGAN KONSEP PENDIDIKAN HUMANIS PAULO FREIRE

This paper intended to review the humanistic education concept of Paulo Freire according to Entrepreneurship Courses at Indonesian Higher Education. The method used is the content analysis. The paper summarized that Education must be carried out dialogically, not stifling creativity and creativity, because in essence students are not passive beings where the dialogue process itself is a process of awareness as the core of the process of humanization or humanity. In line with the concept of humanization Paulo Freire, the concept of humanization also underpins the entrepreneurship learning process in universities. Entrepreneurship learning is not just learning oriented to business and economics alone, but on exploring values / values of independence, honesty, innovative creative, so that entrepreneurial learning becomes an important learning that is applied in all study programs in higher education. The focus of this article is on entrepreneurship learning in private teacher training colleges which in the main profile print professional teacher candidates and an additional profile that is reliable entrepreneurship printing. Learning entrepreneurship in private teacher training colleges is still said to have not taught the value of humanism. There are several obstacles, among them are still focusing on theoretical with more dominant proportions compared to practice, exploring creative ideas are still dominated by ideas from lecturers so students tend to be passive and less creative, creative idea development programs are not maximally channeled so that it only stops at the completion of the course assignment obligations, the interest and motivation of students to become entrepreneurs has not yet fully arisen by students' self-awareness. Even though the creative ideas that have emerged from students should be continued as a forerunner to the emergence of startup-based young entrepreneurs. Freedom to create ideas and creative thoughts should be extended to students so that students are more motivated and motivated to become job creators than job seekers.

The Life and Works of Luca Pacioli (1446/7–1517), Humanist Educator

Accounting has few heroes, but one that most acknowledge as worthy of that accolade is Luca Pacioli, the man who published the first printed exposition of double entry bookkeeping in 1494. This was the publication that led to the development of the accounting systems we use today. However, if we consider our literature on Pacioli, it is found to be not just confusing and contradictory, but undecided as to who he was and what he did, or did not do. This paper addresses this ambiguity and uncertainty by adopting a critical hermeneutic analysis of the literature in order to present a more authentic perception of the life and works of Luca Pacioli. Archival discoveries of the past 20 years are embraced with Pacioli's own writings, and those of others who have sought to identify the man and his ambition. The view it reveals shows Pacioli as far more than the peripatetic friar and journeyman teacher of mathematics described in our literature; and it fills a much larger gap than the contradictions and confusion implied in our knowledge of the man who many consider to be the ‘father of accounting’.

90-th anniversary of the Sci-tech Library of R. E. Alekseev State Technical University in Nizhny Novgorod

The publication coincides with the 90-th anniversary of the Sci-tech Library of Nizhny Novgorod State Technical University. The history of the Library is described; the Library was established as a result of merging several universities, in particular it comprises the collections of Warsaw Emperor Nickolas II Polytechnic Institute. The Library’s collections have been supporting educational and research activities of the University. The continuing process of collection development is based on modern technologies which meets the user demands.The most recent data on library services, collections and users is provided. The library processes are computer-based; the e-catalog and e-library databases are available. The library collections support the learning process in 1,623 courses and disciplines. The role of the library in the educational process and university’s research programs is emphasized. The library environment has become more comfortable for the users.The Library contributes to cultural and social activities and to students’ personal development and social adaptation, humanistic education of the young adults. Innovative activities are described.The author concludes that the Sci-tech library plays a significant role in educational, research and social processes and offers its users various and relevant information products and services.

PENDIDIKAN HUMANIS KH AHMAD DAHLAN, KI HAJAR DEWANTARA DAN PAULO FREIRE

The background of this issue, there are cases of violence mostly by educators is still emerged, must be a serious concern concern, which is shows the low understanding of educators about the concept of humanist education, as exemplified by KH Ahmad Dahlan, Ki Hajar Dewantara or Paulo Friere as a famous figure of educators. The research is aimed to understand the humanist educational thought of a religious patterned (KH Ahmad Dahlan), nationalist (Ki Hajar Dewantara) and socialistic (Paulo Friere) style of humanist education. The method used in this research is a library research with a qualitative approach, by doing descriptive analysis and interpreting the data obtained. The results of this research shows that KH Ahmad Dahlan, Ki Hajar Dewantara and Paulo Freire have similarities in viewing humanist education, although they have a slightly differences in the use of terms and methods of field practical application.

On Deep Learning-Based Synthesis of Language Training and Humanistic Education in College English Teaching

In recent years, the overemphasis on language training and the overlook of humanistic education in English teaching arouse a shared concern among scholars. Correspondingly, a new reform has been initiated, calling for returning English teaching to the place as a discipline of humanities. More and more scholars tend to believe that strengthening humanistic education and enhancing language skills are not mutually exclusive in the discipline of English, which, in contrast, should be synthesized. Under the guidance of Deep Learning Theory and Deeper Learning Cycle (DELC), considering the course features, the current paper explores a deep learning path of implementing the model of language teaching combined with humanistic education through the following steps: problem solving-based objective setting, two-way exploration of materials related to humanistic education, and deep learning-based integration of humanistic education into learning process, hoping to provide a reference for the design, construction and implementation of humanistic education in language courses.

Competence and innovative, humanistic education as the basis of sustainable development of the modern world

The article deals with topical issues of interaction between human and natural systems and the role of education in these processes Attention is focused on the fact that the further development of society oriented only increase production capacity and meet its consumers’ interests, does not meet the laws of nature and leads to the destruction of humanity. This is due to the fact that the pressure of human society on the environment is growing, and the capacity of natural ecosystems is limited. It is shown that the basis of the nature-consuming philosophy of mankind must be changed to a new ecological and economic worldview, in which social development must acquire a humanistic and ecological orientation. Natural resources in such a scheme should be viewed not only as a means of development of productive forces, but also as a factor in the environment in which mankind lives. The main role in the implementation of goals of sustainable development in a given area of the modern urban world is given to changing the paradigm of the educational process, its reorientation from the mechanical transfer of knowledge to the formation of professional competencies, innovation and humanistic worldview.