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: 61.0
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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: 48.0
    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: 48.0
    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. 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: 45.0
    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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  5. Michael Davis (2006). Wonderlust: Ruminations on Liberal Education. St. Augustine's Press.score: 45.0
    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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  6. 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: 45.0
    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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  7. 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: 43.0
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  8. Paul Heywood Hirst, Robin Barrow & Patricia White (eds.) (1993). Beyond Liberal Education: Essays in Honour of Paul H. Hirst. Routledge.score: 42.0
    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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  9. Paul Fairfield (2009). Education After Dewey. Continuum International Pub. Group.score: 42.0
    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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  10. Ryan Topping (2012). Happiness and Wisdom: Augustine's Early Theology of Education. Catholic University of America Press.score: 42.0
    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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  11. Daniel R. DeNicola (2012). Learning to Flourish: A Philosophical Exploration of Liberal Education. Continuum.score: 42.0
    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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  12. John Martin Rich (1971). Humanistic Foundations of Education. Worthington, Ohio,C. A. Jones Pub. Co..score: 42.0
     
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  13. Peter M. Smudde (ed.) (2010). Humanistic Critique of Education: Teaching and Learning as Symbolic Action. Parlor Press.score: 42.0
  14. Joshua Weinstein (1975). Buber and Humanistic Education. Philosophical Library.score: 42.0
     
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  15. Donnie Self (1988). The Pedagogy of Two Different Approaches to Humanistic Medical Education: Cognitive Vs Affective. Theoretical Medicine and Bioethics 9 (2).score: 39.0
    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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  16. Thomas De Koninck (2004). Philosophie de L'Éducation: Essai Sur le Devenir Humain. Presses Universitaires de France.score: 39.0
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  17. Edward Kuhlman (1994). Agony in Education: The Importance of Struggle in the Process of Learning. Bergin & Garvey.score: 39.0
  18. Kathleen O'Connell (2010). Rabindranath Tagore: Envisioning Humanistic Education at Santiniketan (1902-1922). International Journal on Humanistic Ideology 2:15-42.score: 39.0
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  19. G. H. R. Parkinson (1987). Humanistic Education. In Roger Straughan & John Wilson (eds.), Philosophers on Education. Barnes & Noble Books.score: 39.0
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  20. Scott J. Peters (2010). Democracy and Higher Education: Traditions and Stories of Civic Engagement. Michigan State University Press.score: 39.0
  21. Arthur Stinner (1995). Contextual Settings, Science Stories, and Large Context Problems: Toward a More Humanistic Science Education. Science Education 79 (5):555-581.score: 39.0
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  22. George Turnbull (1742/2003). Observations Upon Liberal Education. Liberty Fund.score: 39.0
  23. 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: 39.0
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  24. Wu Xingwen (2008). Balancing the Humanistic and Scientific Sides of Business Ethics Education. Journal of Business Ethics Education 5:271-274.score: 39.0
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  25. N. I. E. Zhen-bin (2011). On the Spiritual Essence and Humanistic Value of Aesthetic Education. Journal of Aesthetic Education 1:003.score: 39.0
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  26. 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: 37.0
    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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  27. Gustav E. Mueller (1955). Hegel on the Values of Humanistic Education. Educational Theory 5 (4):230-248.score: 37.0
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  28. Donald Aknstine (1973). The Knowledge Nobody Wants: The Humanistic Foundations in Teacher Education. Educational Theory 23 (1):3-14.score: 37.0
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  29. Bruce Wilshire (1980). From Logos to Logo: Philosophical and Humanistic Education in the University. Journal of Social Philosophy 11 (3):1-5.score: 36.0
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  30. S. C. Panda (2006). Medicine : Science or Art? Mens Sana Monographs 4 (1):127.score: 36.0
    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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  31. Myron Arons (1970). Humanistic Influence on North America Education. Big Sur Recordings.score: 36.0
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  32. Peter M. Collins (1980). Philosophy and" Alternative Humanistic Education": Buber and Neill in Contrast. Journal of Thought 15 (2):47-62.score: 36.0
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  33. S. E. (1984). The Condition of Humanistic Education in the United States. Minerva 22 (3-4):404-404.score: 36.0
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  34. Joseph Mali (1995). On Humanistic Education (Six Inaugural Orations, 1699–1707). History of European Ideas 21 (2):287-290.score: 36.0
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  35. 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: 36.0
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  36. Sj Maxcy & L. Liberty (1983). Should Education Leaders Be Humanistic. Journal of Thought 18 (4):101-106.score: 36.0
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  37. 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: 36.0
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  38. Andrzej Radzlewicz-Winnicki (1992). Quality of Life as a Category of Humanistic Education in Post-Industrial Society. Paideia 16:115.score: 36.0
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  39. James J. Van Patten (1975). A Model for a Humanistic Philosophy of Education. Journal of Thought 75.score: 36.0
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  40. Graham Good (2001). Humanism Betrayed: Theory, Ideology and Culture in the Contemporary University. Mcgill-Queen's University Press.score: 34.0
    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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  41. Louis Menand (2010). The Marketplace of Ideas. W.W. Norton.score: 33.0
    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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  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: 32.0
    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. 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: 30.0
    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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  44. Jeffrey Williams (ed.) (1995). Pc Wars: Politics and Theory in the Academy. Routledge.score: 30.0
    PC Wars: Politics and Theory in the Academy addresses the very issue of political correctness and the current skirmishes in the culture wars. It includes statements from many of our leading contemporary public intellectuals, including Joan Wallach Scott, Michael Be;rube;, Bruce Robbins, Henry Giroux, and Gerald Graff. The collection marks a watershed in the debate about "pc" in that it presents serious considerations and analyses of the factors, causes, and consequences of the culture wars. Carefully examining the construction of "pc," (...)
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  45. Rudolf Burger (2011). Das Elend des Kulturalismus: Antihumanistische Interventionen. Zu Klampen.score: 30.0
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  46. Jeffry C. Davis, Philip Graham Ryken & Leland Ryken (eds.) (2012). Liberal Arts for the Christian Life. Crossway.score: 30.0
     
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  47. Avilez Espejel & Ricardo José (2006). La Búsqueda Humanizante. Universidad Autónoma de Tlaxcala.score: 30.0
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  48. V. S. Khaziev (2007). Istiny Bytii͡a I Poznanii͡a: (Izbrannye Sochinenii͡a). Kitap.score: 30.0
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  49. Philip Henry Phenix (1964). Realms of Meaning. New York, Mcgraw-Hill.score: 30.0
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  50. I. A. Richards (1955). Speculative Instruments. Chicago, University of Chicago Press.score: 30.0
     
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