School Humanities Research Articles

Predictors of Mindfulness Among Jordanian University Students

Objectives: This study aims to explore the levels and nature of relationships between mindfulness, psychological resilience, and psychological hardiness among Jordanian university students. Furthermore, it investigates the predictors of mindfulness, using psychological resilience, psychological hardiness, and sociodemographic variables including gender, marital status, age, grade point average, type of university, type of specialty, and academic year among Jordanian university students. Methods: The study sample consisted of four universities (two public and two private), selected through a convenience procedure. A total of 1219 students from different specialties, including medical, scientific, and humanity schools, participated in this study. We used validated Arabic psychological scales namely, mindfulness scale, psychological hardiness scale, and Connor-Davidson psychological resilience scale after being checked by validity, reliability, and suitability for the local environment. Results: Results indicated that the percentage of 32.7% of students had low levels of mindfulness, 7.3% had low levels of psychological hardiness, and 16.3% had low levels of psychological resilience. Positive relationships were found between the three selected psychological variables. Moreover, there were significant differences attributed to marital status for married and divorce, and type of specialty for medical and humanistic schools in mindfulness levels. Results showed that psychological resilience, psychological hardiness, and marital status were the most significant predictors of mindfulness among Jordanian university students, with 26.1% of variance. Conclusions: Levels of mindfulness and psychological hardiness were relatively found to be low, thus the study recommends developing special counseling programs to enhance mindfulness, improve psychological resilience, and psychological hardiness among Jordanian university students.

Servant Leadership: Implementing the Principal's Role in Creating a Humanistic Education

Introduction/Main Objectives: This study aims to describe the leadership role of school principals based on spiritual-moral values in conditioning humanistic education. Background Problems: While servant leadership has been investigated from various angles, its application to principal leadership, primarily through a moral-spiritual lens, remains understudied. Novelty: This study underscores a gap in the literature on school principals' leadership, advocating for a spiritual-moral values approach to foster a humanistic school environment. Principals prioritize teachers' and students' interests, embodying servant leadership through active listening, open communication, and feedback acceptance. They also integrate moral, religious, and spiritual values into their leadership philosophy. Principal A hold holds regular open meetings, establishes communication channels, organizes activities promoting values, and implements anti-harassment policies. Principal B develops special programs and collaborates with teachers to infuse moral and spiritual aspects into subjects. Principal C integrates character education, offers teacher training on ethics, and encourages role modeling of ethical values. Research Methods: This research uses qualitative methods and a case study design, utilizing in-depth interviews, participant observation, and document analysis. The analysis includes a modified analytic approach with validation data through credibility, transferability, reliability, and confirmability assessments. Finding/Results: The study reveals that servant leadership fosters altruism, faithfulness, and morality, cultivating a humanistic learning environment and promoting personal awareness, psychological well-being, and ethical wisdom. Conclusion: In education, servant leadership promotes dialogue and humanistic values, emphasizing shared values over authority among school community members.

CHARACTERISTICS OF LEARNING THEORIES IN EDUCATION ACCORDING TO PSYCHOLOGICAL DEVELOPMENT

This study aims to determine the characteristics of learning theories in education according to psychological development. The method used is a literature review. Based on the researcher's analysis results, it is known that the flow of learning theories has different characteristics, even if the results are emphasized more than the learning process. Examples are 1) the cognitive flow, which emphasizes the learning process; 2) the humanistic school, which emphasizes the content of the lesson; 3) The flow of cybernetics which emphasizes the information system of the material being studied, and many other theories with unique characteristics. The different characteristics of various learning theories are due to 1) different types of learning, 2) learning motivation is low and has many stages, and 3) learning has the nature of skills and abilities and is rational. So to assess whether the opinions conveyed by various experts are accurate based on the flow of learning theory, it can be seen from the unique characteristics appropriate to the learning types.

In the Rubble of War, A Little Flower: How Thérèse Conquered the Oriental Heart of John C. H. Wu

Abstract This paper narrates the conversion story of the Chinese statesman and scholar John C. H. Wu at the beginning of the Second World War in Asia. Wu’s conversion to Catholicism was the culmination of a public intellectual’s struggle for peace and harmony in the violent and disturbing decades of the new Republic. Wu represented a Chinese humanist school of thought that desired some form of meaningful synthesis and integration between Chinese culture and western modernity for the salvation and reconstruction of their country. Though his political hopes were shattered by the war, he found inspiration through an encounter with Thérèse of Lisieux, who showed him the possibility of peace and reconciliation between East and West, between tradition and modernity, and between Chinese and Christian religions.

Treatment Of Depressive Disorders-from A Perspective Of Humanistic And Psychoanalytic

With the rapid economic growth, people's satisfaction with material life is growing by the day. Under the premise of satisfying physical needs such as food and clothing, people's attention to mental health is also growing. Depression disorder is the most common mental illness, and the number of deaths caused by depression is increasing. Therefore, in the so-called battle against depression, the more comprehensive the treatment, the better the prognosis. Among all kinds of treatment methods, psychoanalytic therapy of the psychoanalytic school and human-centered therapy of the humanistic school have their unique advantages, but there are also some disadvantages. In this paper, the advantages and limitations of the two therapies are analyzed in terms of the treatment concept and the basic view of human nature, respectively. Of course, the treatment of depression is in essence a tedious and lengthy undertaking, but it also needs the blessing of all aspects of resources.

IMPLEMENTASI DAN AKTUALISASI PENDIDIKAN HUMANIS RELIGIUS DI SEKOLAH

The research method used by the researcher in this research is a qualitative approach with a descriptive method. This type of research uses a literature study.
 Education in Indonesia is still experiencing a character crisis, many violations of norms, juvenile delinquency and far from religious values. Conceptualization of the image of a religious humanist school, namely a school that develops basic humanist values ​​(freedom, creativity, cooperation, honesty, self-actualization) while remaining within a religious framework. Not secular humanism, but humanism by religious values ​​(science, aqidah, worship, morality, ma'rifah). Factors that describe a religiously humanist school include the principal as a motivator, teachers as a motivator, a variety of activity programs, adequate learning facilities, a conducive school culture, a supportive social environment, and responsive parents.

CITRA DAN KEPRIBADIAN MANUSIA DALAM PERSPEKTIF PSIKOLOGI ISLAM

This paper aims to examine the image and personality of human beings in the perspective of Western psychology and Islamic psychology. The writing method used is a qualitative method (qualitative research). As for the process of analyzing the data, the author uses the descriptive-analytical analysis method. This paper proves that the study of human image in the review of Western psychology and Islamic psychology has similarities. Similarly, in the humanistic school of psychology the image of the human being is seen as a good being and has unlimited potential (homo ludens). This view is consistent with the teachings of Islam as well as the Eastern people's view of man. However, in understanding human personality, Western psychology and Islamic psychology have differences. First, in the perspective of Western psychology, the study of human personality is ethically neutral, that is, it only displays the personality that appears as it is.In the perspective of Islamic psychology, the study of human personality is ethically laden, that is, it displays the personality that should be. Second, in the perspective of Western psychology, the study of personality only looks at the empirical (environmental) aspect, without looking at the mental (spiritual) aspects behind the human personality.In the perspective of Islamic psychology, the study of personality not only looks at the empirical (environmental) aspects, but also looks at the mental (spiritual) aspects that underlie the human personality. Third, in the perspective of Western psychology the study of personality is anthropocentrically oriented, which means that the human personality is influenced by human potential alone, and negates the existence of interference or will from God Almighty. Meanwhile, the study of human personality in the perspective of Islamic psychology is anthropo-religiouscentric oriented, which means that human personality is not only influenced by human potential, but also there is interference or will from God Almighty.

THE CIVILIZATION SIGNIFICANCE OF HUMANISTIC IDEAS OF COMPREHENSIVE EDUCATION IN THE DEVELOPMENT OF UKRAINIAN NATIONAL IDENTITY IN EARLY MODERN TIMES

The article examines the influence of Western European ideas of integral personality education on the development of the Ukrainian educational space in the early modern times. Attention is drawn to the importance of the humanistic ideas of the secular Renaissance, the Protestant Reformation, and the Catholic Reformation for the formation of the Ukrainian socio-cultural space, in particular in terms of ethnic changes and mental transformations of Ukrainian society. The ways of penetration of early modern innovations into the educational tradition of Ukrainians are analyzed, in particular political and geographical (the proximity of Ukrainian lands to the countries of Western Europe, the location of Ukrainian cities at the intersection of key trade routes); the ideological and semantic kinship of the Orthodox Christian pedagogical tradition and Christian humanism, on the basis of which the Western European idea of enlightened piety “pietas litterata” was formed); educational and youth (active migration of Ukrainian youth from the elite environment to study in Western European countries, in particular to Italy, France, Germany, Holland, Belgium, the Czech Republic and other countries where young people received a humanistic education); ideological and literary (active dissemination of the works of European humanists in the early modern Ukrainian space); educational and institutional (the active spread of Catholic (Jesuit) and Protestant humanist schools in Ukrainian lands, which ensured the high quality of the educational process and ensured the involvement of the Russian population in the new, and most importantly, high-quality education of the European model, enriched the national educational tradition with Renaissance-humanistic tools, contributed to interaction and mutual enrichment of Western European and Russian cultures).
 It was established that the leaders of the ideas of the humanist school at that time proposed new, synthetic approaches to the search for effective ways of developing holistic education of the individual. In educational institutions founded on Ukrainian lands, the humanistic ideal of “pietas litterata” was proclaimed as the goal of education, which contained the triad of the Erasmus pedagogical paradigm: knowledge of Latin (education), active piety (individual initiative in social life) and virtue (upbringing). Protestant teachers and Jesuit teachers proposed an appeal to examples of ancient education, didactic emphasis was placed on “bonae artes” (“good arts”), pedagogical concepts “vita contemplation” (“life in contemplation”) and “vita active” (“life in activity”) were recognized as equal, and the educational model successfully combined two components – “sacrum” (“spiritual”) and “profanum” (“secular”).
 It has been proven that the key trajectory of the influence of Western European humanistic ideas was educational and pedagogical activity, the establishment of schools and collegiums of the humanistic model. It is emphasized that the active integration of humanist ideas in the Ukrainian educational and cultural space allowed not only to join the advanced European experience of the humanist school, but also had a significant positive impact on the development of Ukrainian national identity.

La Bible dans les oeuvres des adhérants de l’École des Glossateurs et de l’École des Commentateurs

Natural law is the first theory in ethics and philosophy in European legal culture to take a principled interest in the comparison of laws. The following study will examine what tendencies towards comparative law can be discerned in the works of the representatives of natural law in the various periods, and to what extent these were linked to biblical (divine) law. In doing so, the author pays particular attention to the humanist school of law in the Mediterranean, then to the natural law scholars in the 16th-18th centuries, and to some early representatives of the historical school of law, until the cult of Roman law (as ’Kryptonaturrecht’) took the place of the ’defeated’ natural law in the approach of the later representatives of this school. The important links between natural law and comparative law are presented by the author primarily from the point of view of the history of science.

Humanistic school science: Research, policy, politics and classrooms

AbstractThis article establishes a rational, feasible, and necessary conclusion to reform high school science content into an equitable experience for its wide diversity of students' self‐identities. Research indicates that 85% of graduates would not normally have enrolled in any science course unless required. Their values are more aligned with their everyday world and/or the world of the humanities, to varying degrees. The 15% had already fulfilled their science prerequisite for postsecondary science‐related programs, to varying degrees. The article's conclusion rests mainly on historical and economic evidence, respectively: (1) The Sputnik crisis that instilled public fear and anxiety about the perceived technological gap between the United States and Soviet Union. This led to reforming high school science and implementing National Aeronautics and Space Administration. (2) The on‐growing climate‐change crisis for which the smart international money is increasingly investing in sustainable businesses and industries, which catalyze a shift in public values from the current “profit society” to a “sustainable society.” The article's rationale connects the two historical events. Over the past 30 years, the nature of normal science has evolved into post‐normal science. Today the public square also includes: (a) an international assessment project that receives a negative validity audit in this article; (b) a vocal small minority within the 85%, proud of their antiscience self‐identities and their leaders' hostile behavior (a problem to ameliorate by a reformed sustainable science education); and (c) instances of small‐scale, suitable reform examples developed over the last 70 years, often referred to as humanistic school science.

“Socratic Remnant” versus “Creative Democracy”: Irving Babbitt’s Anti-Deweyan Vision of Leadership

This article reimagines the role of universities in American public life today by examining two early twentieth-century critics of the research university. Both worried that the new educational system could fracture democratic society, but they drew opposite conclusions about the positive role of universities. Irving Babbitt led a New Humanist school that made the case for liberal learning as a good in itself, but one also capable of cultivating an ethic of self-restraint through the study of classical texts. This would serve to train leaders who could question democracy’s impulse for self-gratification. He fiercely criticized John Dewey, who argued that learning must be practical and experimental because truths are not received as a canon but created through living together. This article demonstrates that Babbitt’s corpus develops a unified educational and political theory for elite formation by linking Socratic psychology and the constitutional order of the United States.

Cross-cultural Study of Teacher Passivity through the Lens of Educational Transactional Analysis

This article was previously published in the European Research Studies Journal, Volume XXIV, Issue 3B, 72-95, 2021, and we acknowledge with thanks the permission given by that journal to reproduce it here due to its TA content.
 Like IJTARP, the ESJR is a refereed open access publication. It covers a wide variety of topics in the fields of business and economics, and can be accessed at www.ersj.eu.
 We have used minimal editing, which has included formatting and English spelling.
 Purpose: The purpose of the article is to present the research results based on the concept of passivity in accordance with the assumptions of transactional analysis – one of the psychotherapeutic modalities in the humanistic school of thought. Passivity is defined as behaviors that block constructive and solution-oriented actions.
 Design/Methodology/Approach: The main research methods included diagnostic surveys and questionnaire techniques. The study used the “Reality of an Educator” questionnaire by Anna Pierzchała (2013). 441 respondents provided their answers from Guatemala, Poland, the UK and Ukraine. The differences were identified using the Kruskal–Wallis test, the equivalent of a one-factor analysis of variance (ANOVA) that is commonly used for independent samples.
 Findings: The comparative cross-cultural research on teacher passive behaviours indicated significant educational differences between countries. The lowest levels of passivity were reported in Guatemala [1] and the highest in Ukraine. The Hofstede Model of Cultural Dimensions enabled the authors to outline some generic tendencies concerning passive behaviours in the countries studied. Individually reported levels of passivity were bridged with cultural determinants resulting from teachers’ social functioning.
 Practical Implications: The study offers some guidelines for tackling teacher passivity and identifies strategies of enhancing problem-solving skills. The most common passive behaviour across all countries was overadaptation, which underlined the importance of developing teachers’ awareness of interpersonal phenomena from the point of view of transactional analysis.
 Originality/Value: The research presented has not been carried out before and at this stage has an exploratory character, indicating certain inter-culturally declared patterns and at the same time determining areas for further investigation. Transactional analysis appears to be a useful theoretical construct in the design of cross-cultural comparative studies.

Correction to: Resolving Conflicting Subcultures Within School Mathematics: Towards a Humanistic School Mathematics

Correction to: Resolving Conflicting Subcultures Within School Mathematics: Towards a Humanistic School Mathematics

Pedagogy оf Experience In Ethical Education аt Lower Secondary Education

Slovak school system has undergone a process of transformation from a centralist, social and unified school system to a democratic, diversified and humanistic school system. Based on the nature of ethical education, we believe that it creates a suitable space for the implementation of experiential forms and methods of education. Concerning ethical education, it applies more than in other subjects that the primary thing is not the amount of knowledge, but a direct reflection and the inner acquisition of attitudes for practical life.

Teacher Degree Students Attitudes Towards STEM Activities in two Spanish Universities

The attempt to train undergraduate primary school teachers in STEM skills faces an evident handicap, since students enrolling Teacher Degrees usually have humanistic secondary school backgrounds. Attitudes towards STEM on a sample of 336 under-graduate teachers from two Spanish universities were analyzed. Students answered a questionnaire, and responses were analyzed qualitatively (open text questions) and quantitatively (Descriptive Statistics and Statistical Implicative Analysis). Results describe a young collective, with a clear majority of women, mostly interested in languages and history, with high vocation (rather spontaneous than hereditary) to work with children. There is evidence that school advice services fulfill a role to discourage certain students from STEM. These conclusions give valuable information that could be used to replace institutional practices and improve the perception future teachers have towards the teaching of STEM in Primary Education.

Humanistic science education: The history of science and other relevant contexts

AbstractThis article offers a retrospective synopsis of 70 years of development of a humanistic approach to science education. Instruction using the history of science, for example, provides a rich context for students to learn not only canonical science content on a need‐to‐know basis, but also content from the other domains of humanistic science education, including: the nature of science and scientists, cultural studies, and the multifarious interplay between science/scientists and society. The synopsis leads to the conclusion that instructional materials and student assessment tools developed earlier for teaching the history of science are relevant today. Science–technology–society–environment and socioscientific issues, two of the present six domains of humanistic school science, are given special attention. An example of their teaching materials is described, which illustrates in detail how to organize lessons or units particularly suited for the substantial majority of high school students who would not enroll in any current science classes if not required for graduation. Trends suggested for the future are based on shifts in current global economics.

Cross-cultural Study of Teacher Passivity through the Lens of Educational Transactional Analysis

Purpose: The purpose of the article is to present the research results based on the concept of passivity in accordance with the assumptions of transactional analysis – one of the psychotherapeutic modalities in the humanistic school of thought. Passivity is defined as behaviors that block constructive and solution-oriented actions. Design/Methodology/Approach: The main research methods included diagnostic surveys and questionnaire techniques. The study used the “Reality of an Educator” questionnaire by Anna Pierzchala (2013). 441 respondents provided their answers from the four countries mentioned above. The differences were identified using the Kruskal–Wallis test, the equivalent of a one-factor analysis of variance (ANOVA) that is commonly used for independent samples. Findings: The comparative cross-cultural research on teacher passive behaviours indicated significant educational differences between countries. The lowest levels of passivity were reported in Guatemala [1] and the highest in Ukraine. The Hofstede Model of Cultural Dimensions enabled to outline some generic tendencies concerning passive behaviours in the countries studied. Individually reported levels of passivity were bridged with cultural determinants resulting from teachers’ social functioning. Practical Implications: The study offers some guidelines for tackling teacher passivity and identifies strategies of enhancing problem-solving skills. The most common passive behaviour across all countries was overadaptation, which underlined the importance of developing teachers’ awareness of interpersonal phenomena from the point of view of transactional analysis. Originality/Value: The research presented has not been carried out before and at this stage has an exploratory character, indicating certain interculturally declared patterns and at the same time determining areas for further investigation. Transactional analysis appears to be a useful theoretical construct in the design of cross-cultural comparative studies.

Resolving Conflicting Subcultures Within School Mathematics: Towards A Humanistic School Mathematics

Resolving Conflicting Subcultures Within School Mathematics: Towards A Humanistic School Mathematics

How does Cultural Transfer in Pedagogics Work? Review of the Book.: Dorena Caroli. De Amicis in Russia. La ricezione nel sistema scolastico zarista e sovietico. Roma: Carocci editore, 2020

The present review analyses a recent monograph "De Amicis in Russia. La ricezione nel sistema scolastico zarista e sovietico" by Dorena Caroli. The book is dedicated to the investigation of how the ideas of humanist school, expressed by the 19 th century Italian writer and educator Edmondo De Amicis, influenced the school system transformations in the pre-revolutionary and in the Soviet Russia. The review consequently puts into light the theoretical basis of the monograph (mostly, the theory of cultural transfer), its structure, the style of the author and the results of the research. The author puts the question of De Amicis’ ideas reception in a broad cultural context, thus the study offers a deep insight into the school system evolution in the czarist Russia and the Soviet state and a broad map of children book market at the end of the 19 th century. The monograph highlights a universal nature of De Amicis’ ideas which for amost a century through a number of translations and adaptations served as a source for the school system renovation in Russia in various social and political contexts.

Sekolah dengan konsep pendidikan humanis

Education is a shared duty and responsibility to develop awareness and insight between humans to continue life. Efforts to increase awareness, children's personality, and develop creativity gave birth to an educational approach called "humanization" in the current educational process. Efforts are needed to create humanist schools to create a diverse world of education for students and teachers alike. Humanist education has the concept that humans, as subjects, can face the world and their environment, as well as the ability to overcome and solve problems that will be faced by humans themselves. Humanist school is a school that loves and gives freedom in creativity according to students' interests and talents. The humanist curriculum's goal must be dynamic personal development, integrity, and autonomy, healthy personality attitudes to the environment. Teachers, as initiators, motivators, and facilitators, carry out learning to solve students' problems or social problems. Students understand their potential to develop their potential positive and minimize negative self-potential.