Humanistic Education

Aloni, Nimrod

doi:10.1007/978-94-6091-577-2_3

Cited by 29 publications

(21 citation statements)

References 6 publications

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“…In order for teachers to have an educative effect (Hall & Taylor 1996) on their students, i.e. -an education in democratic citizenship‖ that goes beyond the boundaries of a book, or a classroom (Dyck, 2009 p.540), Aloni (2011), outlined three traits of a teacher: interpersonal trust, cultural idealism that inspires respect and openness to ‗otherness', and personality that leads by example and inspires students to be their best selves. Along the same line, Fines (2007) argues that a teacher is a humanizer when students' rights and personalities are respected, their strengths emphasized, and their identities protected.…”

Section: Discussionmentioning

confidence: 99%

Constructing a New Educational Model: Empathy Building as a Component of Pluricultural Awareness

Aliverti¹

2021

JFLCC

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Cultural communities are currently influenced by the process of globalization and the advancement of technology. The mono-cultural context encountered in previous eras is turning into a pluri-cultural and intercultural context, inevitably affecting cultural identity. This article aims to explore whether developing students' empathy, while exploring their cultural identities, succeeds in informing the learning experience with a more culturally-sensitive ethos. Our hypothesis is that by applying an educational model that can develop empathy in the classroom through ELT practices, we can simultaneously work towards ICC development, through binding the curriculum to real-world service activities, and form the bedrock of democratic intercultural citizenship. The conducted context-specific participatory action research attempts to elucidate the above hypothesis, using student questionnaires before and after the implementation of the proposed syllabus, and in-depth interviews to better understand their perspectives and feelings. The research outcomes support the validity of the hypothesis, as they indicate that the intervention shows a tendency to enhance empathetic multicultural awareness. The article concludes with certain practical implications and suggested areas for further research.

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Section: Discussionmentioning

confidence: 99%

Constructing a New Educational Model: Empathy Building as a Component of Pluricultural Awareness

Aliverti¹

2021

JFLCC

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“…Besides, the students' behavior in the middle of the community shows a peace-loving attitude; respect for brotherhood in the diversity of tribes, religions, languages and cultures; loving the environment; fair, and good deeds (Ministry of Education 2016). Finally, schools become a forum that provides a balance in shaping the character of students, so that the relationship between school and parents and the community is stronger (Aloni, 2011). Thus, we can draw a conclusion that through the humanistic approach of the principal, the image of the school has changed meaning into a forum for empowering student characters.…”

Section: Forms Of Activities For Character Education Strengthening Anmentioning

confidence: 99%

Humanistic Approach to Principal’s Leadership and Its Impacts in Character Education Strengthening

Effendi

Bafadal

Degeng

et al. 2020

HSSR

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Purpose of the study: This paper aims to describe the basic reasons behind the application of the principal's humanistic approach, and the steps of the principal's humanistic approach to optimizing character education strengthening programs.Methodology: This research uses a qualitative approach, case study design. Data collection is done through in-depth interviews, participant observation, and study documentation to achieve research objectives. Main Findings:Research findings reveal that personal excellence (integrity, wholeness, and authenticity) and the humanistic spirituality of inspirational figures inspire the principal's humanistic approach. In addition, the application of the principal's humanistic approach has a significant impact on optimizing the implementation of character education strengthening in schools and successfully forming the character of students. Applications of this study:This study can be useful for principals in the education department of Malang City, East Java, Indonesia, to use a humanistic approach model in carrying out leadership roles, because it has been proven effective in optimizing the implementation of optimizing character education strengthening programs in schools.Novelty/Originality of this study: The principal's role is to create a "humane" school environment through harmonious relationships, respecting subordinates as human beings, tolerant and non-discriminatory, giving examples of good behavior to subordinates based on self-excellence and imitating the spirituality of inspirational figures, so that good characters are formed in the teachers and students at school.

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“…In (Humboldt, 1793). Humanistic education is aimed at educating the whole person while furthering human reason, freedom of thought, and implying a cosmopolitan worldview (Aloni, 2011).…”

Section: Unesco's Roots In and References To Humanistic Thoughtmentioning

confidence: 99%

Humanistic Thought and Education for Sustainable Development

Kohl,

Sanusi,

Hussien

2024

NJCIE

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Education for Sustainable Development (ESD) is an education concept, central to what is globally understood as quality education and endorsed by the United Nations as a key enabler of all Sustainable Development Goals (SDGs). ESD has been around for more than three decades and has sparked its own academic discourse and field of research. Yet, ESD is not fully embedded in all education systems and within societies. Although stakeholders from academia and practice are engaged in addressing ESD since its inclusion in Agenda 21 in 1992, there has been a struggle to develop a shared conceptual understanding. The discussion in theory and practice is still underway, with researchers grappling in depth with the understanding of ESD, its thematic width, concrete implementation, and tangible outcomes. Following the current quest by UNESCO to reconsider existing ways of knowing and to question where knowledge comes from and how we add to it, the authors of this article examined a sample of ESD literature on whether epistemic foundations of ESD including its role as a program within UNESCO are considered in the discourse. They concentrate in their review on humanist approaches as an important perspective for UNESCO. The results point to a gap in the current literature. The authors also show that, if ESD was grounded in humanistic thought, it could pose a barrier for certain worldviews to engage with or implement ESD. Therefore, ESD’s foundations require further examination. This paper is a first step in drawing attention to the need to make ESD’s foundations more explicit.

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Humanistic Education

Cited by 29 publications

References 6 publications

Constructing a New Educational Model: Empathy Building as a Component of Pluricultural Awareness

Constructing a New Educational Model: Empathy Building as a Component of Pluricultural Awareness

Humanistic Approach to Principal’s Leadership and Its Impacts in Character Education Strengthening

Humanistic Thought and Education for Sustainable Development

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