Human Education Research Articles

The Urgency of Gender-Based Humanistic Education in Learning

To help the younger generation be more agile in navigating the times, education is seen as a form of solution. Education is a forum for forming insightful people, substantially progressing society, nation and state. Therefore, education is needed that humanizes humans. Reflecting on this, humanist values show their urgency as an alternative that can solve this problem. The education provided by humanists is democratic, emancipatory, and focuses on the growth of human qualities both at the physical and psychological levels. Humanist education has the harmony that a person is able to develop as a whole, in harmony with all elements of humanity, and is able to recognize and respect the humanity of each person. This research uses a qualitative method with a descriptive-analytic approach and collects information using literature study. The research results show that humanist values are very important to internalize in order to avoid the negative impacts of unequal educational implementation, such as technocentrism and the commercialization of education. Internalization of humanist values can be realized through the use of learning methods, media and models that suit needs, as well as contextual learning content.

Research on Construction of General Education Curriculum System of College English in Universities of Science and Technology

College English teaching focuses on course knowledge and grade examination, with a serious shortage of humanistic education, whereas general education focusing on humanistic spirit can just make up for its deficiency. In order to improve the educational goal of humanistic personality accomplishment, by understanding the relationship between general education and college English teaching, the problems in college English teaching are found out and the direction and measures of college English reform put forward. With general education as a guide, general education curriculum system is improved, scientific college English examination and teaching evaluation systems are constructed, and humanistic education is strengthened, to promote the development of college English education in universities of science and technology.

From skillful to empathic: evaluating shifts in medical students' perceptions of surgeons through a combined patient as teacher and arts-based reflection program.

The purpose of this study was to identify whether the incorporation of a combined Patient as teacher (PAT) and arts-based reflection (ABR) program during a surgical clerkship rotation could influence more humanistic perceptions of surgeons, using an innovative evaluation approach. A novel, single question evaluation tool was created. Third year medical-students were asked to "list the top 5 attributes of a surgeon, in order of perceived importance" both before and after their surgical clerkship rotations and participation in the PAT/ABR program. Attributes identified by students were coded as either "humanistic" or "non-humanistic," which were then analyzed using generalized linear regression models under a Bayesian framework. After participation in the PAT/ABR program, the predicted probability of students ranking a humanistic characteristic as the most important attribute of a surgeon had increased by 17%, and the predicted probability of students ranking a humanistic characteristic amongst their top three attributes for a surgeon had increased by 21%. This innovative evaluative method suggested the success of a combined PAT/ABR program in encouraging a humanistic perspective of surgery and this approach could potentially be explored to evaluate other humanistic education initiatives.

Gamified English Language Learning in Ukraine: Critical Divide between Tradition and Innovation

The article aims to describe gamification and educational technologies integrated into English teacher education as impactful and novel practices in Ukraine. Therefore the study briefly reviews educational technologies and gamification research and presents empirical evidence from Kyiv National Linguistic University. Since Ukraine is determined to be in line with the world’s progressive tendencies and is striving for digital humanistic pedagogy, the significance of this study lies in proving that technology-assisted gamified English learning essentially transforms Ukrainian education and positively affects Ukrainian schools where the quality of English is on the agenda. The study’s central question addresses the benefits of gamified learning for building English proficiency in preservice teachers and developing necessary teacher competencies, projecting the effect on their in-service teaching at Ukrainian schools in the future. Collecting the data and carrying out the research employed mixed methods, engaging 43 future teachers of English in the 1st and 2nd years of training and 11 language instructors. The findings prove that the study is relevant and deserves further investigation for a successful application in English teacher preparation in Ukraine to make school classrooms motivating and engaging for enhancing English language education and reaching ambitious goals to meet the world’s standards in teacher training.

Humanistic dialogue in Education according to Paulo Freire

This paper describes Paulo Freire's thoughts on humanistic education. The background of this study is the dehumanization situation in our society today, which is caused by unfair practices. The method used is a literature review, by collecting book sources and journal articles that talk about Freire's views on humanistic education. Historically Freire's humanistic education emerged from his struggle with the practice of injustice towards the poor. They are oppressed because of the poverty they experience. This practice resulted in dehumanization. Dehumanization can only be changed through a dialogical educational process. According to Freire, humans are naturally beings who are aware of their existence in and within the world. Because of this, humans in their practical experience are always in dialogue with the world. The oppressed are invited to recognize and be aware of the reality of the oppression they experience in this educational process, then struggle to overcome this oppressed situation. The aim of dialogic education is to regain human values that have been taken away due to acts of oppression. With that dehumanization is changed to humanization. According to Freire, the ontological need for every human being is to become a complete human being in his existence. It is the duty of education to help every human being to become a complete human being in the reality of his life. It must be admitted that our nation's society is currently experiencing a crisis in many aspects. These crises are actually rooted in the humanitarian crisis. There are many practices of injustice that sacrifice the rights of many people. Paulo Freire's humanistic educational approach can be used as a basis for facing and resolving this crisis

Humanistic Pedagogy in Online Counselor Education

Humanistic Pedagogy in Online Counselor Education

Edukacja humanistyczna w myśli Ireny Wojnar – inspiracje i ich interpretacje

The aim of the article is to show the differences in the method of understanding of key terms in humanistic pedagogy, in particular the concept of humanism in an educational context. The author of the article conducted several dozen conversations with Irena Wojnar (1924−2021). Records of these conversations have been published, among others, in the Kwartalnik Pedagogiczny since 2014, as well as in the form of a joint monograph Humanistyczne alternatywy pedagogów [Humanistic alternatives of pedagogues]. Irena Wojnar presented a methodological approach close to the reasoning of Bogdan Suchodolski (1903−1992) and his concept of “humanistic pedagogy” (geisteswissenschaftliche Pädagogik) and “humanistic values” in education. On the other hand, the author of the text takes a stance close to the historian’s workshop, based on the criticism of the historical source, contextualisation, philological semantic analysis. The combination of these two perspectives of looking at humanistic values in the discourse on education, the search for loci communes, resulted in a series of intellectual dialogues, specific pedagogical colloquia, and the resulting publications that bring us closer to an attempt to understand humanistic pedagogy according to the needs and challenges of the 21st century.

Działalność Ireny Wojnar na forum organizacji międzynarodowych InSEA i UNESCO

The article focuses on Irena Wojnar’s collaboration with UNESCO and InSEA. It presents the most important areas of Irena Wojnar’s activity in these organisations (participation in congresses, projects and publications). In addition, the key ideas that Irena Wojnar promoted in these organisations are also presented. The research material I analysed was primarily Irena Wojnar’s publications related to the traditions and ideas propagated by UNESCO and InSEA, as well as congress documentation collected by Irena Wojnar. An important source of information for me was also the lectures given by Professor Irena Wojnar, whom I heard at numerous conferences and seminars organised in Poland and abroad, as well as the direct conversations I had with her (e.g. during the 5th European InSEA Congress in Warsaw). The paper begins with a brief introduction. Then, in two main parts, I discuss Irena Wojnar’s activities and the ideas she promoted within the framework of her cooperation with UNESCO and then within her activities at InSEA. The article concludes with a summary in which I highlight the role that Irena Wojnar played in disseminating the ideals of UNESCO and InSEA in Polish pedagogy and in promoting Polish aesthetic thought, the theory of education through art and humanistic education in the world.

Critical Study of Implementation of Distance Education Policy During a Pandemic

The convergence of technology as a learning media requires educators and learners to overwhelm online learning technology. This study intended to analyze the exact constraints of online learning systems during a pandemic in the Faculty of Social and Political Sciences, Cenderawasih University. This sort of research was descriptive in a qualitative approach. Sources of data came from interviews, observations, and literature studies. Data analysis ran through the stages of reduction, presentation, and verification of data. The legality of the data was experimented using triangulation. The result showed that there were three core elements which had been excluded by the existence of new media during the Covid-19 pandemic. First, the disposition of companies was based on audiovisual technology to accumulate profits as like subscription system of the Zoom Application. Second, the fading of the actuality of lecturer-student synergies only exist in conventional (face-to-face) learning. Third, the inflammation of humanist education which is summarized by independent learning.

“I Do Love / To Note and to Observe”: The Pleasures of Surveillance and Resistance in the Work of Ben Jonson

Poet, playwright, religious dissident, and collaborator with the state surveillance apparatus: Ben Jonson experienced a long and tortuous relationship with surveilling in late-Tudor/early-Stuart England. The cultures of surveillance he encountered extended beyond espionage to social and religious surveillance, which in early modern England often bled into and facilitated the workings of the state’s network of informants. His literary output and unusually detailed (for the time) biographical information combine to give us a complex picture of his engagement with surveilling, secrecy, and resistance. Jonson’s experience of surveillance involved incarceration and the threat of corporal punishment, but in his writings, he associates surveilling and being surveilled with pleasure in the context of his Humanist education, his conversion to Catholicism at a time when the Protestant English state had outlawed such worship, and his work as a satirist, playwright, and poet. Using Freud’s notion of unheimlich, or the uncanny, I argue that Jonson demystifies surveilling, but approaches his critique from two directions simultaneously: he interrogates and encourages resistance to state violence and coercion while highlighting his own acquiescence to the pleasures of voyeurism and exhibitionism, suggesting that surveilling is seemingly irresistible, as in both overpowering and appealing. Because he centers the uncanny in his writings, Jonson may be a useful guide for those theorizing and navigating the complexities of surveillance. He exemplifies how resistance to asymmetries of power persists through time and despite outward conformity to a regime of surveillance, which itself may be unheimlich.

Narrative Education Combined With Experiential Teaching in the Development of Empathic Competence of Undergraduate Nursing Students: Pre-Test Post-Test Design

Empathy is a fundamental quality that nursing staff should possess, but the empathy ability of nursing students in China is currently at an intermediate level and requires improvement. This study aimed to explore teaching methods for nursing humanistic education, that can improve the empathy ability of nursing students and cultivate high-quality nursing talents. This study employed narrative education and experiential teaching methods to develop empathic competence in teaching pediatric nursing courses. The empathic ability of nursing students was measured using the JSPE-NS scale before and after teaching and was analyzed to refine the teaching reflection theme words. After teaching, nursing students scored higher on the total empathy scale, perspective-taking dimension, and emotional care dimension than before teaching, with statistically significant differences ( p < 0.05). Five themes were extracted from the teaching reflection, including emotional empathy, pediatric nursing skills, gratitude to parents, reverence for life, and course experience. The results show that the combination of narrative education and experiential teaching methods applied to pediatric nursing courses effectively improved nursing students’ empathy, strengthened their identification with the nursing profession, and promoted the teaching reform of humanistic education in nursing courses. The combination of narrative education and experiential teaching methods can improve the empathic ability of nursing students. This approach is suitable for integrating humanistic education into nursing professional courses and provides a feasible idea for developing humanistic qualities in nurses.

The Influence of J.A. Comenius’ Ideology on the Development of Slovak Pedagogy

Pedagogical opinions of J. A. Comenius and his unique reflections on the improvement of the society represent one of the main standpoints for the development of humanist pedagogy around the world. His concept of education as well as his ideas on how to resolve many of the world’s complex problems were at the time highly progressive and have influenced the society’s way of thinking in Slovakia as well. The credit for the popularisation of his ideas goes to many notable personalities in Slovakia in the 19th and 20th centuries. His ideas are still tangible in the process of contemporary teaching of pedagogues, from primary schools all the way to universities.

Philosophy of modern education: essence, content and orientation

The philosophy of modern education is a section of philosophy that deals with issues of education research, its role in the life of society, putting forward various pedagogical theories for the democratization and improvement of the educational process.As part of our research, we analyzed the content of the philosophy of education, its essence and direction. They characterized the vision of the philosophy of education in the works of its founder John Dewey and traced the relationship between the currents presented by the philosopher (practical learning, interdisciplinary approach, democratic classroom, reflective thinking, community involvement) on the potential results of the development of society (development of practical skills, development of cognitive skills, development public competence and compliance with public duties, development and improvement of metacognition, social interaction and culture).The study of Paulo Freire’s pedagogical theory of social justice, which developed under the influence of John Dewey’s current, also became valuable in the process of analyzing the problems of the philosophy of modern education. Central to Paulo Freire’s social philosophy was the understanding that in repressive dynamics the humanity of both the oppressor and the oppressed decreases. In turn, Freire’s philosophical concept rested on three main pillars: education as a tool for humanizing the individual through conscious actions aimed at transforming the world order; dialogue - as a pedagogical means of progressive learning; the “see, analyze and act” complex, which serves as the core of the philosopher’s methodology and consists in assessing the situation, its analysis, identifying the root causes of the occurrence of negative factors and active actions aimed at eliminating such factors while strictly observing the principle of social justice.It was determined that the philosophy of education should be understood as a field of philosophy that considers the development of education and society in their unity, offers pedagogical theories of educational activities, considers education as a lever for democratic changes and modifications. In turn, we see the concept of modern education in the presence of the following vector elements: humanistic education, digital education, hybrid education (mixed forms of education), inclusive education, individualized education, continuous education.

IMPLEMENTATION OF PEDAGOGIC COMPETENCE THROUGH HUMANIST LEARNING PERSPECTIVE OF KI HADJAR DEWANTARA

Education aims to construct students to become independent human beings physically and spiritually. To make this happen, educators must have pedagogic competence, which is necessary to support them as professional educators. The pedagogic concept is inseparable from a well-known figure in the world of education, namely Ki Hadjar Dewantara, who gave birth to the concepts of Momong, Among, and Ngemong, based on the concept of humanist education that shows the cultural characteristics of the Indonesian nation. The research method used is qualitative with a Case Study approach, which aims to find out the humanist concept of increasing teacher understanding. The research results indicate that to understand and protect the needs of students, it is necessary to understand pedagogical competency standards to become professional educators, and educators need to be involved in self-development, and collaboration in achieving humanist learning that includes students’ understanding, class management skills, and the ability to provide constructive feedback by determining one of which that refers to the educational concept of Ki Hadjar Dewantara.

Патриотическое воспитание средствами литературы в школе

The relevance of the article is caused by the sharply defined problem of patriotic education, which has not been given due attention lately, therefore systematic and purposeful work aimed at improving patriotic education is necessary. Russian fiction, which has great educational potential, can help to solve this problem to a certain extent. However, in modern technologies and methods of fostering a sense of patriotism, insufficient attention is paid to students in Russian literature classes. The purpose of the article is to determine the conditions of technologies and methods of education of patriotism among students of secondary schools by means of fiction. The research is based on the concept of humanistic pedagogy and a value-oriented approach. The main research methods were the theoretical method, causal, and systemic. Based on the work done, the following results were obtained: in the process of patriotic education of students, an organic combination of various forms of educational activity is important: expressive reading, writing a review of a work, retellings close to the text, memorizing poems, conducting debates; it was found that when conducting patriotic education by means of literature, the use of a problem method that stimulates critical thinking of students is effective encouraging to solve problems, contributing to the conscious choice of a civic position. In order to prevent the leveling of the patriotic theme in the works of different writers, it is important to use a comparative method that allows to identify common and different characters in the characters, it is revealed that in the patriotic education of students, it is important to take into account all components of patriotism, as a result of which close attention should be paid not only to works about the war, but also about nature, history, language. All of them serve to form an active life position.

Implementation of Humanistic Education in Shaping to a Moderate Attitude in Elementary Schools

Implementation of Humanistic Education in Shaping to a Moderate Attitude in Elementary Schools

Formation of the First “Qari” Schools in Islam

In the history of Islam, the “qari” schools have played a big role in studying the Quran, understanding it correctly, receiving huqms from it and bringing the contents of the Quran to other regions. The Qari are the integral basis of the teachings of the Quran, methodological techniques and rules of reading and memorization. Qari, who own the Quran, are revered as carriers of high culture, increasing knowledge and cognition of the Quran. After all, in the Islamic world, knowledge, the teaching of the Quran, which became the beginning of science, enlightens a person’s mind, improves his behavior, calms his heart and elevates his spirit. On the basis of Islamic knowledge, it is relevant to study the history of the formation and development of moral schools, characterized by a number of different spheres of knowledge, upbringing and education, endowing with deep spiritual qualities. Because respect for caricature, for knowledge in Islam as a whole (the first verse of the Quran received was “read”) pushed scientists to study the social, biological and spiritual aspects of a person and led to the desire to form a humanistically mature personality - a “perfect person”. It is natural that the technology of implementing humanistic education in combination with the rhythm of human development is always in the process of being studied.

NILAI-NILAI PENDIDIKAN HUMANISTIK DALAM DAKWAH SUNAN DRAJAT

True education is a form of human effort to humanize humans, namely by cultivating or glorifying human life to develop human potential, and the socialization of skills must be passed through educational activities that uphold humanistic values (humanistic). In addition to the concept of humanistic education promoted by Western education figures, there is one legendary local figure who carries the value of humanistic education, namely Sunan Drajad. This study tries to explore the values of humanistic education from the da'wah method carried out by Sunan Drajad with a qualitative descriptive approach. This study concludes that the value of Sunan Drajad's humanistic education is reflected in the Pepali pitu philosophy

A.I. in a Liberal Arts College: The Renaissance of Humanistic Education

No abstract available.

Model Pembelajaran Tematik Terpadu Berbasis Teks Bermuatan Pendidikan Literasi Humanis

The 21st century learning involving artificial intelligence indeed cannot replace one's humanist character. This is the importance of an educator in the primary school (SD) having a humanist educator soul to create a superior generation by realizing Pancasila character. Students in the Primary School Teacher Education (PGSD) Study Program as teacher candidates should be able to prepare their competencies in designing text-based integrated learning with humanist literacy education. This is done in order to build a humanist character based on Pancasila values to the students. The research was conducted to design an integrated learning of lecturing model that implements a text-based approach filled with humanist literacy education. This integrated learning of lecturing model was used to build Pancasila Student Profile for designing integrated learning tools in the PGSD Study Program of the University of Palangka Raya. The implementation of this research used a qualitative-quantitative method (mixed-method research design). The qualitative method is used to design the lecturing model and the quantitative method is used to test the effectiveness of the lecturing model using the Wilcoxon Test. The results show the average score of pre-test was 56 and that of post-test was 78. Furthermore, the results of the pre-test-post-test were analyzed for their level of effectiveness using the Wilcoxon test which showed p=0.000 where p<0.05 meaning Ho was rejected. Hence, the use of lecturing model by orienting the Integrated Learning Theory and Practice using a text-based approach with humanist literacy education is effectively used in increasing student learning outcomes (CPL). This result brought a positive outcome to students through the course taught to design integrated thematic learning device using the text-based approach containing humanist literacy education to build the Pancasila Student Profile.