Search results for 'Education, Humanistic' (try it on Scholar)

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  1. Nimrod Aloni (2013). Empowering Dialogues in Humanistic Education. Educational Philosophy and Theory 45 (10):1067-1081.score: 170.0
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  2. Roberlei Panasiewicz, Paulo Agostinho Nogueira Baptista, Alex de Souza Braga & Maria Emília Abreu Carneiro (2012). Educação e cidadania: a formação humanista da juventude nos Projetos Político Pedagógicos (Education and citizenship: the humanistic education of youth in Pedagogical Political Projetcs). DOI: 10.5752/P.2175-5841.2012v10n26p399. [REVIEW] Horizonte 10 (26):399-431.score: 144.0
    A sociedade contemporânea convive com situações sociais, políticas e econômicas que suscitam o desejo de paz, de tolerância e de justiça. A escola é uma instituição essencial na organização social, pois por ela passam crianças, adolescentes e jovens por um período de tempo importante de sua formação e de construção da sua identidade. Nesse processo, o Projeto Político Pedagógico (PPP) tem um papel fundamental, pois gera uma ação intencional e propõe uma direção a partir de um compromisso construído coletivamente e (...)
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  3. J. E. Triana (1996). Humanistic and Social Education for Physicians: The Experience of the Colombian School of Medicine. Journal of Medicine and Philosophy 21 (6):651-657.score: 144.0
    Medical education at the Colombian School of Medicine has undergone a reconceptualization and reorganization so as to encompasses three fundamental elements of medical practice: 1) development of general abilities and standards necessary for appropriate professional medical practice; 2) technical education which makes it possible to utilize the bases that science and technology have provided for the development and application of knowledge, and in turn, to expand this base through research and development; and 3) humanistic education to guide students into (...)
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  4. Aagot Vinterbo-Hohr & Hansjörg Hohr (2006). The Neo-Humanistic Concept of Bildung Going Astray: Comments to Friedrich Schiller's Thoughts on Education. Educational Philosophy and Theory 38 (2):215–230.score: 134.0
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  5. John Martin Rich (1971). Humanistic Foundations of Education. Worthington, Ohio,C. A. Jones Pub. Co..score: 132.0
     
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  6. Peter M. Smudde (ed.) (2010). Humanistic Critique of Education: Teaching and Learning as Symbolic Action. Parlor Press.score: 132.0
  7. Joshua Weinstein (1975). Buber and Humanistic Education. Philosophical Library.score: 132.0
     
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  8. Donnie Self (1988). The Pedagogy of Two Different Approaches to Humanistic Medical Education: Cognitive Vs Affective. Theoretical Medicine and Bioethics 9 (2).score: 126.0
    The enormous growth in medical humanities programs during the past decade has resulted in an extensive literature concerning the content of the discipline and the issues that have been addressed. Comparatively little attention, however, has been devoted to the structure of the discipline of medical humanities concerning the process or the theoretical aspects of the pedagogy of teaching the discipline. This report explicitly addresses the pedagogical aspects of the discipline by comparing and contrasting two different basic approaches to the discipline (...)
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  9. Kathleen O'Connell (2010). Rabindranath Tagore: Envisioning Humanistic Education at Santiniketan (1902-1922). International Journal on Humanistic Ideology 2:15-42.score: 126.0
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  10. Wu Xingwen (2008). Balancing the Humanistic and Scientific Sides of Business Ethics Education. Journal of Business Ethics Education 5:271-274.score: 126.0
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  11. G. H. R. Parkinson (1987). Humanistic Education. In Roger Straughan & John Wilson (eds.), Philosophers on Education. Barnes & Noble Books.score: 126.0
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  12. Arthur Stinner (1995). Contextual Settings, Science Stories, and Large Context Problems: Toward a More Humanistic Science Education. Science Education 79 (5):555-581.score: 126.0
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  13. Z. H. U. Xiao-man (2011). The Dimensions of Emotion, Affection and Aesthetics in School Curriculum: An Integrated Mechanism of Science and Humanistic Education. Journal of Aesthetic Education 5:012.score: 126.0
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  14. N. I. E. Zhen-bin (2011). On the Spiritual Essence and Humanistic Value of Aesthetic Education. Journal of Aesthetic Education 1:003.score: 126.0
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  15. Donnie J. Self (1993). The Educational Philosophies Behind the Medical Humanities Programs in the United States: An Empirical Assessment of Three Different Approaches to Humanistic Medical Education. Theoretical Medicine and Bioethics 14 (3).score: 122.0
    This study investigates the three major educational philosophies behind the medical humanities programs in the United States. It summarizes the characteristics of the Cultural Transmission Approach, the Affective Developmental Approach, and the Cognitive Developmental Approach. A questionnaire was sent to 415 teachers of medical humanities asking for their perceptions of the amount of time and effort devoted by their programs to these three philosophical approaches. The 234 responses constituted a 54.6% return. The approximately 80:20 gender ratio of males to females (...)
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  16. Gustav E. Mueller (1955). Hegel on the Values of Humanistic Education. Educational Theory 5 (4):230-248.score: 122.0
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  17. Donald Aknstine (1973). The Knowledge Nobody Wants: The Humanistic Foundations in Teacher Education. Educational Theory 23 (1):3-14.score: 122.0
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  18. Bruce Wilshire (1980). From Logos to Logo: Philosophical and Humanistic Education in the University. Journal of Social Philosophy 11 (3):1-5.score: 120.0
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  19. Peter M. Collins (1980). Philosophy and" Alternative Humanistic Education": Buber and Neill in Contrast. Journal of Thought 15 (2):47-62.score: 120.0
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  20. S. E. (1984). The Condition of Humanistic Education in the United States. Minerva 22 (3-4):404-404.score: 120.0
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  21. Joseph Mali (1995). On Humanistic Education (Six Inaugural Orations, 1699–1707). History of European Ideas 21 (2):287-290.score: 120.0
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  22. Steven P. Marrone (1996). Astrik L. Gabriel, The Paris Studium: Robert of Sorbonne and His Legacy. Interuniversity Exchange Between the German, Cracow and Louvain Universities and That of Paris in the Late Medieval and Humanistic Period. Selected Studies. Preface by James J. John.(Texts and Studies in the History of Mediaeval Education, 19.) Frankfurt Am Main: Josef Knecht, 1992. Pp. 541; 32 Black-and-White Plates. [REVIEW] Speculum 71 (2):425-426.score: 120.0
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  23. Myron Arons (1970). Humanistic Influence on North America Education. Big Sur Recordings.score: 120.0
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  24. Sj Maxcy & L. Liberty (1983). Should Education Leaders Be Humanistic. Journal of Thought 18 (4):101-106.score: 120.0
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  25. Roberlei Panasiewicz, Paulo Agostinho Nogueira Baptista, Alex de Souza Braga & Maria Emília Abreu Carneiro (2012). Educação E Cidadania: A Formação Humanista da Juventude Nos Projetos Político Pedagógicos (Education and Citizenship: The Humanistic Education of Youth in Pedagogical Political Projetcs). DOI: 10.5752/P. 2175-5841.2012 V10n26p399. [REVIEW] Horizonte 10 (26):399-431.score: 120.0
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  26. Andrzej Radzlewicz-Winnicki (1992). Quality of Life as a Category of Humanistic Education in Post-Industrial Society. Paideia 16:115.score: 120.0
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  27. James J. Van Patten (1975). A Model for a Humanistic Philosophy of Education. Journal of Thought 75.score: 120.0
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  28. Leena Kakkori & Rauno Huttunen (2010). The Sartre-Heidegger Controversy on Humanism and the Concept of Man in Education. Educational Philosophy and Theory 44 (4):351-365.score: 114.0
    Jean-Paul Sartre claims in his 1945 lecture ‘Existentialism is a Humanism’ that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's ‘spiritual master’ Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human being. After the Enlightenment, the Western concept of man has been presented (...)
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  29. Mary F. Engel (2005). Achieving “Narrative Flow”: Pre-Medical Education as an Essential Chapter of a Physician's Story. [REVIEW] Journal of Medical Humanities 26 (1):39-51.score: 102.0
    This article explores the disconnection between what pre-professional students expect from college and what their undergraduate education might foster, between the focus on “getting into medical school” and the development of humanistic physicians. It reviews the longstanding challenge inherent in helping pre-meds acquire not only sufficient scientific background but also well-developed interpersonal skills to help them understand patients’ experience of illness and their own interactions with other members of the health care team. Clinical experiences from the NEH Institute are (...)
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  30. Michael Davis (2006). Wonderlust: Ruminations on Liberal Education. St. Augustine's Press.score: 102.0
    Freedom and responsibility -- The two freedoms of speech in Plato -- Speech codes and the life of learning -- Liberal education and life -- First things first : history and the liberal arts -- Philosophy in the comics -- The one book course : an internship in the ivory tower -- Why I read such good books : Aeschylus, Sophocles, the moral majority, and secular humanism -- Plato and Nietzsche on death : an introduction to the Phaedo -- The (...)
     
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  31. Paul Heywood Hirst, Robin Barrow & Patricia White (eds.) (1993). Beyond Liberal Education: Essays in Honour of Paul H. Hirst. Routledge.score: 96.0
    This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching to Wittgensteinian (...)
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  32. Paul Fairfield (2009). Education After Dewey. Continuum International Pub. Group.score: 96.0
    This study re-examines John Dewey's philosophy of education, and asks how well it stands up today in view of developments in Continental European philosophy.
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  33. Ryan Topping (2012). Happiness and Wisdom: Augustine's Early Theology of Education. Catholic University of America Press.score: 96.0
    Liberal education prior to St. Augustine -- Education in Augustine's moral theology -- Perils of skepticism -- Liberal arts curriculum -- Pedagogy and liberal learning -- Authority and illumination -- Purposes of liberal education.
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  34. Daniel R. DeNicola (2012). Learning to Flourish: A Philosophical Exploration of Liberal Education. Continuum.score: 96.0
    pt. 1. Toward a theory of liberal education. Mixed messages and false starts -- Liberal education and human flourishing -- pt. 2. Paradigms of liberal education. Transmission of culture -- Self-actualization -- Understanding the world -- Engagement with the world -- The skills of learning -- pt. 3. The values and moral aims of liberal education. Core values of liberal education -- Intrinsic value -- Educating a good person -- pt. 4. Obstacles, threats and prospects. Persistent concerns -- Newfound threats (...)
     
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  35. Edward Kuhlman (1994). Agony in Education: The Importance of Struggle in the Process of Learning. Bergin & Garvey.score: 90.0
  36. Thomas De Koninck (2004). Philosophie de L'Éducation: Essai Sur le Devenir Humain. Presses Universitaires de France.score: 90.0
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  37. Scott J. Peters (2010). Democracy and Higher Education: Traditions and Stories of Civic Engagement. Michigan State University Press.score: 90.0
  38. George Turnbull (1742/2003). Observations Upon Liberal Education. Liberty Fund.score: 90.0
  39. Gert J. J. Biesta (1999). Radical Intersubjectivity: Reflections on the €œDifferent” Foundation of Education. [REVIEW] Studies in Philosophy and Education 18 (4):203-220.score: 72.0
    This article addresses the question how educational theory can overcome the assumptions of the tradition of the philosophy of consciousness, a tradition which can be seen as the foundation of the modern project of education. While twentieth century philosophy has seen several attempts to make a shift from consciousness to intersubjectivity (Dewey, Wittgenstein, Habermas) it is argued that this shift still remains within the humanistic tradition of modern thought in that it still tries to define, still tries to develop (...)
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  40. S. C. Panda (2006). Medicine : Science or Art? Mens Sana Monographs 4 (1):127.score: 72.0
    Debate over the status of medicine as an Art or Science continues. The aim of this paper is to discuss the meaning of Art and Science in terms of medicine, and to find out to what extent they have their roots in the field of medical practice. What is analysed is whether medicine is an "art based on science"; or, the "art of medicine" has lost its sheen (what with the rapid advancements of science in course of time, which has (...)
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  41. Graham Good (2001). Humanism Betrayed: Theory, Ideology and Culture in the Contemporary University. Mcgill-Queen's University Press.score: 72.0
    Political correctness in Canada: the McEwen report on the political science department at UBC -- The new sectarianism: gender, race, sexual orientation -- Theory 1: Marx, Freud, Nietzsche -- Theory 2: Constructionism, ideology, textuality -- Presentism: postmodernism, poststructuralism, postcolonialism -- The carceral vision: Geertz, Greenblatt, Foucault, and culture as constraint -- The liberal humanist vision: Northrup Frye and culture as freedom -- Conclusion: the hegemony of theory and the managerial university.
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  42. Nimrod Aloni (2008). Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy. Educational Philosophy and Theory 40 (4):531-544.score: 68.0
    Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is eudaimonistic, aiming at self-affirmation, full humanity and wellbeing; (2) that the flourishing of individuals depends on their personal resources, namely, their conatus, power, vitality or capacity (...)
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  43. Claire Katz (2010). The Stirrings of a Stubborn and Difficult Freedom: Assimilation, Education, and Levinas's Crisis of Humanism. Journal of French and Francophone Philosophy 18 (1):86-105.score: 68.0
    In several places, Levinas identifies the problem that concerns him as a “ crisis of humanism.” This problem finds its seeds in modernity but comes to fruition in the inhumanities of the 20 th century. Like his philosophical predecessors, Levinas offers an educational model as a solution to a problem he has identified. But this model--Jewish education—is uniquely different from those offered by those who came before him. This essay examines Levinas‘s interest in Jewish education as a solution to this (...)
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  44. Louis Menand (2010). The Marketplace of Ideas. W.W. Norton.score: 66.0
    Argues that outdated institutional structures and higher educational philosophies are negatively contrasting with significant changes in today's faculties and student bodies with a result that higher education is more competitive and less ...
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  45. Ilan Gur-Zeev (2011). Philosophy of Education in a Poor Historical Moment: A Personal Account. Studies in Philosophy and Education 30 (5):477-483.score: 64.0
    Under the post-metaphysical sky “old” humanistic-oriented education is possible solely at the cost of its transformation into its negative, into a power that is determined to diminish human potentials for self-exaltation. Nothing less than total metamorphosis is needed to rescue the core of humanistic genesis: the quest for edifying Life and resistance to the call for “home-returning” into the total harmony that is promised to us within nothingness.
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  46. Aparna Mishra Tarc (2005). Education as Humanism of the Other. Educational Philosophy and Theory 37 (6):833–849.score: 62.0
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  47. Kurt Stemhagen Jason W. Smith (2008). Dewey, Democracy, and Mathematics Education: Reconceptualizing the Last Bastion of Curricular Certainty. Education and Culture 24 (2):pp. 25-40.score: 60.0
    In this article we contend that attempts to foster democratic education in the United States' public schools rarely include mathematics class in meaningful ways. We begin with Dewey's conception of democracy and then argue that current ways of thinking about mathematics do not provide adequate foundations for democratic mathematics education. Our reconceptualization of mathematics draws on Dewey's uniquely humanistic philosophy of mathematics. We conclude with some implications of democratic mathematics education for school and society. Thus, this project seeks (...)
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  48. Paul L. van der Plas (1985). Moral Education in Holland. Journal of Moral Education 14 (2):111-119.score: 60.0
    Abstract The Netherlands is a small country with a pluralistic, multicultural population. A short historic review of moral education reveals the roots of Dutch society. In accordance with the diversity of life?stances, the identities of schools vary (Catholic, Protestant, state?schools) and they offer different forms of moral education. In this article moral education is defined as a process of actively exploring vital questions in which awareness and development of values giving direction to moral behaviour are stressed. Some ten recent projects (...)
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  49. Zhan Wansheng * & Ning Wujie (2004). The Moral Education Curriculum for Junior High Schools in 21st Century China. Journal of Moral Education 33 (4):511-532.score: 60.0
    Taking the increasing implementation and practice of ?quality?oriented education? as the background to the current reform, the paper outlines moral education in the Chinese junior high school over the last 25 years. It offers a brief review of a few theoretical and empirical research projects which have had some influence on the 2003 reform of the course of Ideology and Morality. It describes: three basic principles behind this new curriculum, focusing on the developing lives of students; curriculum characteristics with ideological, (...)
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  50. Sharon Gewirtz (2000). Bringing the Politics Back In: A Critical Analysis of Quality Discourses in Education. British Journal of Educational Studies 48 (4):352 - 370.score: 60.0
    This paper considers the consequences of, and tensions within, New Labour's quality agenda for schools. In particular, it draws attention to the way in which official versions of quality, characterised by a narrow, economistic instrumentality, are being promoted in schools by various forms of quality control that are marginalising broader, more humanistic conceptions of quality. It is also argued that, despite New Labour's rhetorical emphasis on education for citizenship, the mechanisms of quality control favoured by the government tend to (...)
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