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

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  1.  89
    Nimrod Aloni (2013). Empowering Dialogues in Humanistic Education. Educational Philosophy and Theory 45 (10):1067-1081.
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  2.  1
    Yunexis Teresa Nobalbo Aguilera, Sonia Reina Socarrás Sánchez, Isis Angélica Pernas Álvarez & José Emilio Hernández Sánchez (2015). The role of literary analysis in the socio-humanistic education of Medicine students. Humanidades Médicas 15 (3):486-510.
    Las universidades de Ciencias Médicas tienen el reto de graduar un profesional que posea una amplia cultura general integral. El diagnóstico y caracterización del estado actual de la formación socio-humanista de los estudiantes que ingresan a la Casa de Altos Estudios reveló las insuficiencias que existen, por lo cual el objetivo consistió en la elaboración de un sistema de talleres de apreciación literaria para la formación socio-humanista de los estudiantes de Medicina de primer año de la Universidad de Ciencias Médicas (...)
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  3.  1
    Yunexis Teresa Nobalbo Aguilera, Sonia Reina Socarrás Sánchez, Isis Angélica Pernas Álvarez & José Emilio Hernández Sánchez (2015). The role of literary analysis in the socio-humanistic education of Medicine students. Humanidades Médicas 15 (3):486-510.
    Las universidades de Ciencias Médicas tienen el reto de graduar un profesional que posea una amplia cultura general integral. El diagnóstico y caracterización del estado actual de la formación socio-humanista de los estudiantes que ingresan a la Casa de Altos Estudios reveló las insuficiencias que existen, por lo cual el objetivo consistió en la elaboración de un sistema de talleres de apreciación literaria para la formación socio-humanista de los estudiantes de Medicina de primer año de la Universidad de Ciencias Médicas (...)
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  4.  3
    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.
    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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  5.  1
    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.
    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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  6. David I. Waddington & Noah Weeth Feinstein (2016). Beyond the Search for Truth: Dewey's Humble and Humanistic Vision of Science Education. Educational Theory 66 (1-2):111-126.
    In this essay, David Waddington and Noah Weeth Feinstein explore how Dewey's conception of science can help us rethink the way science is done in schools. The authors begin by contrasting a view of science that is implicitly accepted by many scientists and science educators — science as a search for truth — with Dewey's instrumentalist, technological, and nonrealist conception of science. After demonstrating that the search-for-truth conception is closely linked to some ongoing difficulties with science curricula that students find (...)
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  7. Joshua Weinstein (1975). Buber and Humanistic Education. Philosophical Library.
     
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  8.  11
    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.
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  9. John Martin Rich (1971). Humanistic Foundations of Education. Worthington, Ohio,C. A. Jones Pub. Co..
     
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  10. Peter M. Smudde (ed.) (2010). Humanistic Critique of Education: Teaching and Learning as Symbolic Action. Parlor Press.
  11.  22
    Donnie Self (1988). The Pedagogy of Two Different Approaches to Humanistic Medical Education: Cognitive Vs Affective. Theoretical Medicine and Bioethics 9 (2).
    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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  12.  4
    Wu Xingwen (2008). Balancing the Humanistic and Scientific Sides of Business Ethics Education. Journal of Business Ethics Education 5:271-274.
  13. Kathleen O'Connell (2010). Rabindranath Tagore: Envisioning Humanistic Education at Santiniketan (1902-1922). International Journal on Humanistic Ideology 2:15-42.
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  14. G. H. R. Parkinson (1987). Humanistic Education. In Roger Straughan & John Wilson (eds.), Philosophers on Education. Barnes & Noble Books
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  15. Arthur Stinner (1995). Contextual Settings, Science Stories, and Large Context Problems: Toward a More Humanistic Science Education. Science Education 79 (5):555-581.
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  16. 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.
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  17. N. I. E. Zhen-bin (2011). On the Spiritual Essence and Humanistic Value of Aesthetic Education. Journal of Aesthetic Education 1:003.
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  18.  17
    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).
    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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  19.  2
    Peter M. Collins (1980). Philosophy and" Alternative Humanistic Education": Buber and Neill in Contrast. Journal of Thought 15 (2):47-62.
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  20.  2
    Donald Aknstine (1973). The Knowledge Nobody Wants: The Humanistic Foundations in Teacher Education. Educational Theory 23 (1):3-14.
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  21.  3
    Joseph Mali (1995). On Humanistic Education. History of European Ideas 21 (2):287-290.
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  22.  2
    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.
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  23.  5
    Bruce Wilshire (1980). From Logos to Logo: Philosophical and Humanistic Education in the University. Journal of Social Philosophy 11 (3):1-5.
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  24.  1
    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.
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  25.  4
    Gustav E. Mueller (1955). Hegel on the Values of Humanistic Education. Educational Theory 5 (4):230-248.
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  26.  1
    S. E. (1984). The Condition of Humanistic Education in the United States. Minerva 22 (3-4):404-404.
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  27. Myron Arons (1970). Humanistic Influence on North America Education. Big Sur Recordings.
     
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  28. Edwin E. Aubrey (1959). Humanistic Teaching and the Place of Ethical and Religious Values in Higher Education. British Journal of Educational Studies 8 (1):92-92.
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  29. Randall Auxier (2002). The River: A Vichian Dialogue On Humanistic Education. Humanitas 15 (2):85-97.
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  30. Sj Maxcy & L. Liberty (1983). Should Education Leaders Be Humanistic. Journal of Thought 18 (4):101-106.
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  31. Andrzej Radzlewicz-Winnicki (1992). Quality of Life as a Category of Humanistic Education in Post-Industrial Society. Paideia 16:115.
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  32. James J. Van Patten (1975). A Model for a Humanistic Philosophy of Education. Journal of Thought 75.
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  33.  5
    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.
    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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  34.  89
    Paul Heywood Hirst, Robin Barrow & Patricia White (eds.) (1993). Beyond Liberal Education: Essays in Honour of Paul H. Hirst. Routledge.
    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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  35. Michael Davis (2006). Wonderlust: Ruminations on Liberal Education. St. Augustine's Press.
    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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  36. Daniel R. DeNicola (2012). Learning to Flourish: A Philosophical Exploration of Liberal Education. Continuum.
    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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  37.  15
    Paul Fairfield (2009). Education After Dewey. Continuum International Pub. Group.
    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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  38.  5
    Ryan Topping (2012). Happiness and Wisdom: Augustine's Early Theology of Education. Catholic University of America Press.
    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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  39. Alan Ryan (1998). Liberal Anxieties and Liberal Education. Monograph Collection (Matt - Pseudo).
     
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  40. Edward Kuhlman (1994). Agony in Education: The Importance of Struggle in the Process of Learning. Bergin & Garvey.
  41. Charles W. Anderson (1996). Prescribing the Life of the Mind: An Essay on the Purpose of the University, the Aims of Liberal Education, the Competence of Citizens, and the Cultivation of Practical Reason. University of Wisconsin Press.
    A distinguished political philosopher with years of experience teaching in undergraduate liberal arts programs, Anderson shows how the ideal of practical reason can reconcile academia’s research aims with public expectations for universities: the preparation of citizens, the training of professionals, the communication of a cultural inheritance. It is not good enough, he contends, to simply say that the university should stick to the great books of the classic tradition, or to denounce this tradition and declare that all important questions are (...)
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  42. Brand Blanshard (1973). The Uses of a Liberal Education, and Other Talks to Students. Open Court Pub. Co.
     
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  43. Elmer John Thiessen (1993). Teaching for Commitment Liberal Education, Indoctrination and Christian Nurture.
     
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  44. Eva T. H. Brann (1979). Paradoxes of Education in a Republic. Monograph Collection (Matt - Pseudo).
     
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  45. George Turnbull (1742/2003). Observations Upon Liberal Education. Liberty Fund.
  46. Harry S. Broudy, John T. Clemons, W. Dwaine Greer, Michael D. Day & Gordon C. Lonsdale (1988). The Role of Art in General Education. J. Paul Getty Trust.
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  47. Thomas De Koninck (2004). Philosophie de L'Éducation: Essai Sur le Devenir Humain. Presses Universitaires de France.
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  48. Scott J. Peters (2010). Democracy and Higher Education: Traditions and Stories of Civic Engagement. Michigan State University Press.
  49. Barry Smith & Carl Bereiter (2002). Liberal Education in a Knowledge Society.
     
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  50. James S. Taylor (1998). Poetic Knowledge the Recovery of Education. Monograph Collection (Matt - Pseudo).
     
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