Results for 'Humane education. '

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  1.  43
    Humanizing education in the Soviet Union: A plea for caution in these postmodern times.Wendy Kohli - 1991 - Studies in Philosophy and Education 11 (1):51-63.
    In this article, the author problematizes the process of “humanizing education” in the era of perestroika and glasnost. Identifying herself as a “democratic socialist,” Kohli invites her Soviet colleagues to acknowledge the criticisms of liberal capitalism before they move headlong in that direction. In deconstructing such taken-for-granted concepts as individualism, democracy, market economy, and community, Kohli suggests that both the West and the East could benefit from re-visiting their respective revolutionary traditions at this crucial historical time.
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  2.  40
    Humanizing education: Subjective and objective aspects.Kenneth A. Strike - 1991 - Studies in Philosophy and Education 11 (1):17-30.
    I propose that there are four standards to be met if a given educational enterprise is to be considered humane: the practice to be mastered must be socially justified; the disciplines pursued to master the practice must be appropriate to the practice; the practice must be owned by the learner; and this ownership must itself meet certain ethical requirements. The paper emphasizes the problem of ownership. It argues for a view of ownership that is “communitarian.” This view sees ownership (...)
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  3.  6
    Re/humanizing Education.Ellyn Lyle (ed.) - 2021 - BRILL.
    Through critical, qualitative, creative, and arts-integrated approaches, this collection aims to explore the co-curricular capacity of lived experience to re/humanize education.
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  4.  26
    Rethinking humane education.Kai Horsthemke - 2009 - Ethics and Education 4 (2):201-214.
    The increase in violence in South African schools, as elsewhere, has been associated with a general 'decline in moral values'. There have been three different responses that emphasise the decline in religious teaching at schools, the loss of traditional values like ubuntu , communalism and the like; and humankind's increasing alienation from nature. In other words, in terms of teaching and learning initiatives, we should turn to religion, community and the common good and nature (the natural environment and nonhuman animals) (...)
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  5.  46
    Humanizing education: Dewey's concepts of a democratic society and purpose in education revisited.Jonas F. Soltis - 1991 - Studies in Philosophy and Education 11 (1):89-92.
    Humanizing education in a democratic society requires an adequate conception of democratic life. Dewey's ideal of a society with free interaction among groups and extensive sharing of interests provides such a vision. His idea of purposing, as a key ingredient in meaningful learning, thought and action, also gives depth to the concept of education in democracy.
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  6.  9
    Humanizing Education: Critical Alternatives to Reform.Gretchen Brion-Meisels, Kristy S. Cooper, Sherry S. Deckman, Christina L. Dobbs, Chantal Francois, Thomas Nikundiwe & Carla Shalaby (eds.) - 2010 - Harvard Educational Review.
    _Humanizing Education_ offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change. From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the _Harvard Educational Review_ carries readers to places where people have first imagined—and then organized—their own educational responses to dehumanizing practices and conditions. Contributors include Montse Sánchez Aroca, William Ayers, Kathy Boudin, Fernando Cardenal, Jeffrey M. R. Duncan-Andrade, Marco Garrido, Jay Gillen, Maxine Greene, Kathe Jervis, Nancy Uhlar Murray, Valerie (...)
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  7.  11
    Human Education towards Goodness. The Potential of the Kantian Concept of “Perpetual Peace” in Shaping Future Peaceful Relations among Nations.Zdzisław Kieliszek - 2020 - Философия И Космология 24:151-158.
    Immanuel Kant is the author of the project of “perpetual peace” as a concept for a global federation of states remaining in peaceful relations towards each other. According to the philosopher, in order for such a federation to be possible at some time in the future, individual states need to be institutions which respect their citizens’ right of self-determination. An additional necessary condition for the future implementation of “perpetual peace” is the appearance of at least one state with a republican (...)
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  8.  26
    Humanities education in the age of AI: Reflections from Deweyan and Confucian perspectives.Sor-Hoon Tan - 2022 - In Huajun Zhang & James W. Garrison (eds.), John Dewey and Chinese Education: A Centennial Reflection. Boston: BRILL.
    Artificial Intelligence (AI) is transforming our world: today machines not only can mimic human actions but out-perform human agents in many activities, including learning and thinking. AI offers revolutionary solutions and new possibilities in transportation, business, communication, medicine, law, and other domains. While some welcome this brave new world, others fear the threats AI pose to people’s livelihoods, social relations, individuality, freedom, and perhaps even the very survival of the human species. No doubt some of this existential angst is exaggerated, (...)
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  9. Bryan Magee Talks to Geoffrey Warnock About Kant.Bryan Magee, G. J. Warnock, Inc Bbc Education & Training, B. B. C. Worldwide Americas & Films for the Humanities - 1987 - Films for the Humanities & Sciences.
     
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  10. Bryan Magee Talks to Sidney Morgenbesser About the American Pragmatists.Bryan Magee, Sidney Morgenbesser, Inc Bbc Education & Training, Films for the Humanities & B. B. C. Worldwide Americas - 1987 - Films for the Humanities & Sciences.
     
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  11. Bryan Magee Talks to Anthony Kenny About Medieval Philosophy.Bryan Magee, Anthony John Patrick Kenny, Inc Bbc Education & Training, B. B. C. Worldwide Americas & Films for the Humanities - 1987 - Films for the Humanities & Sciences [Distributor].
  12.  5
    The Art of Humane Education.Donald Phillip Verene - 2002 - Cornell University Press.
    In The Art of Humane Education, Donald Phillip Verene presents a new statement of the classical and humanist ideals that he believes should guide education in the liberal arts and sciences. These ideals are lost, he contends, in the corporate atmosphere of the contemporary university, with its emphasis on administration, faculty careerism, and student performance. Verene addresses questions of how and what to teach and offers practical suggestions for the conduct of class sessions, the relationship between teacher and student, (...)
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  13.  8
    Humane Education: Science, Technology, and Society in the English Classroom.Tonya Huber Emeigh - 1988 - Bulletin of Science, Technology and Society 8 (1):47-63.
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  14.  4
    Human Education towards Goodness. The Potential of the Kantian Concept of “Perpetual Peace” in Shaping Future Peaceful Relations among Nations.Zdzisław Kieliszek - 2020 - Filosofiâ I Kosmologiâ 24:151-158.
    Immanuel Kant is the author of the project of “perpetual peace” as a concept for a global federation of states remaining in peaceful relations towards each other. According to the philosopher, in order for such a federation to be possible at some time in the future, individual states need to be institutions which respect their citizens’ right of self-determination. An additional necessary condition for the future implementation of “perpetual peace” is the appearance of at least one state with a republican (...)
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  15.  2
    Management for “human education” and its implementation in teachers’ training in the humanistic paradigm.Margarita Kozhevnikova - 2021 - Sotsium I Vlast 3:07-16.
    The purpose of the research is to clarify the current problems of education in terms of education management and to work out the ways of solving them within the framework of the humanistic paradigm, that is, “management for human education”, presenting these solutions as implementing the required model of teachers’ training. Methodology. The author implements the approaches of education anthropology, the basis for which was provided by monitoring in action, textual records and research letters, as well as general philosophical methods. (...)
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  16.  11
    Humane Education.Chris Higgins - 2015 - Educational Theory 65 (6):611-615.
  17. Humane education movement.S. L. Zawistowski - 1998 - In Marc Bekoff & Carron A. Meaney (eds.), Encyclopedia of animal rights and animal welfare. Westport, Conn.: Greenwood Press. pp. 189--191.
     
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  18.  1
    A Human Education?Rene V. Arcilla - 2015 - Philosophy of Education 71:249-257.
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  19.  16
    Humanity Education and Teaching School Subjects: Is It Possible and Necessary to Teach the Humanity?Jong-Duk Park - 2014 - The Journal of Moral Education 26 (1):177.
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  20.  29
    Delinquency and the Education of SocietyDelinquent BoysThe Young DelinquentReport of the Committee on Maladjusted ChildrenMaternal Care and Mental HealthDelinquency and Human NatureUnsettled Children and Their FamiliesJourney into a FogSome Young PeopleSeduction of the Innocent.E. A. Peel, A. K. Cohen, Cyril Burt, Ministry of Education, J. Bowlby, D. H. Stott, D. F. Stott, M. Berger-Hamerschlag, P. Jephcott & F. Wertham - 1957 - British Journal of Educational Studies 6 (1):76.
  21. Universal Declaration on Bioethics and Human Rights.United Nations Educational, Scientific & Cultural Organization - 2006 - Jahrbuch für Wissenschaft Und Ethik 11 (1).
     
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  22.  13
    Humane Education: A Paradigm for Ethical Problem Solving in Education.Joyce L. Bloom - 1995 - Between the Species 11 (3):16.
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  23. A Sketch of a Humane Education: A Capability Approach Perspective.Kevin Ross Nera - 2015 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 2 (3):311–321.
    Poverty, understood as basic capability deprivation, can only be solved through a process of expanding the freedoms that people value and have reason to value. This process can only begin if the capability to imagine and aspire for an altenative lifestyle worthy of human dignity is cultivated by an education program that develops both the capability to reason and to value. These two facets play a major role in the creative exercise of human agency. This program of humane education (...)
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  24. Bryan Magee Talks to Bernard Williams About Descartes.Bryan Magee, Bernard Arthur Owen Williams, Inc Bbc Education & Training, B. B. C. Worldwide Americas & Films for the Humanities - 1987 - Films for the Humanities & Sciences.
  25. Bryan Magee Talks to Michael Ayers About Locke and Berkeley.Bryan Magee, Michael Ayers, Inc Bbc Education & Training, B. B. C. Worldwide Americas & Films for the Humanities - 1987 - Films for the Humanities & Sciences.
     
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  26. The Two Philosophies of Wittgenstein.Tony Tyley, Janet Hoenig, Bryan Magee, Inc Films for the Humanities & B. B. C. Education & Training - 1997 - Films for the Humanities & Sciences.
     
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  27.  6
    Humane medicine.J. M. Little - 1995 - New York, NY: Cambridge University Press.
    In the late twentieth century the impressive achievements of modern medicine are obvious, yet medicine seems to have failed to satisfy public expectation. Government regulation of hospitals and doctors is tightening in most Western countries and health funding is a divisive political issue. Medical complaints departments are increasingly busy. In the United States medical litigation has reached alarming levels, and a similar trend can be seen in other developed countries. Is there something wrong with medical research and practice? This book, (...)
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  28. Humane education: the role of animal-based learning.Andrew J. Petto & Karla D. Russell - 1999 - In Francine L. Dolins (ed.), Attitudes to animals: views in animal welfare. New York: Cambridge University Press. pp. 167.
     
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  29.  40
    Teaching Kindness: The Promise of Humane Education.Arbour R., Signal T. & Taylor N. - 2009 - Society and Animals 17 (2):136-148.
    Although the popularity of Humane Education Programs as a method of teaching compassion and caring for all living beings is increasing, there is a need for rigorous, methodologically sound research evaluating the efficacy of HEP. Recent calls for the inclusion of HEP within broader humanistic, environmental, and social justice frameworks underline the importance of HEP beyond a simple “treatment of animals” model. Lack of methodological rigor in the majority of published HEP studies and dispersal across disparate fields , however, (...)
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  30.  44
    Teaching kindness: The promise of humane education.Rose Arbour, Tania Signal & Nicola Taylor - 2009 - Society and Animals 17 (2):136-148.
    Although the popularity of Humane Education Programs as a method of teaching compassion and caring for all living beings is increasing, there is a need for rigorous, methodologically sound research evaluating the efficacy of HEP. Recent calls for the inclusion of HEP within broader humanistic, environmental, and social justice frameworks underline the importance of HEP beyond a simple “treatment of animals” model. Lack of methodological rigor in the majority of published HEP studies and dispersal across disparate fields , however, (...)
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  31.  67
    Scientism with a Humane Face.James Ladyman - 2018 - In Jeroen de Ridder, Rik Peels & Rene van Woudenberg (eds.), Scientism: Prospects and Problems. Oxford: Oxford University Press.
    Scientism is usually thought of as sinful, but it can be redeemed for our salvation. Scientism should not be dogmatic, nor should it ignore the actual limitations to current science. Other modes of inquiry deserve epistemic respect, and scientists should not be deferred to about matters beyond their expertise. However, limits should not be placed on what science can study and we cannot say in advance what the limits of future science will be. Where science conflicts with common sense, religion, (...)
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  32.  22
    Universal Declaration on Bioethics and Human Rights.Scientific And Cultural Organization United Nations Educational - 2006 - Jahrbuch für Wissenschaft Und Ethik 11 (1):377-385.
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  33. Der humane Realismus Justus Mösers.Heinrich Kanz - 1971 - Ratingen, Kastellaun,: Henn.
  34.  11
    Vico and Vives on Humane Education.Donald Phillip Verene - 1996 - New Vico Studies 14:47-63.
  35.  33
    The Significant Life Experiences (SLEs) of Humane Educators.Jacquie Lewis - 2007 - Society and Animals 15 (3):285-298.
    This study provides evidence of the significant life experiences , which influence advocates for nonhuman animals to develop sensitivity toward animals. Thirty-nine humane educators participated in an online survey. Findings indicate that having a relationship with a companion animal in adulthood is the most important life experience, followed by having a childhood experience with an animal, being exposed to a positive role model in childhood, and reading about animals and animal issues. The study did not find age and gender (...)
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  36. From Humanism to the Humanities: Education and the Liberal Arts In Fifteenth and Sixteenth Century Europe.Anthony Grafton and Lisa Jardine - 1986
  37.  19
    Implication for Humanity Education of `The Debate on the Similarity and Difference between Human nature and Thing`s nature`.Eun-Kyung Lee - 2018 - The Journal of Moral Education 30 (1):45-72.
  38.  4
    The Philosophical Basement for Humanity Education in Korea.Sangbong Jeong - 2016 - THE JOURNAL OF KOREAN PHILOSOPHICAL HISTORY 51:157-180.
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  39.  17
    Universal Draft Declaration on Bioethics and Human Rights.Nations Educational United - 2005 - Developing World Bioethics 5 (3):197.
    ABSTRACTSome people might argue that there are already too many different documents, guidelines, and regulations in bioethics. Some overlap with one another, some are advisory and lack legal force, others are legally binding in countries, and still others are directed at narrow topics within bioethics, such as HIV/AIDS and human genetics. As the latest document to enter the fray, the UNESCO Declaration has the widest scope of any previous document. It embraces not only research involving human beings, but addresses broader (...)
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  40.  27
    Humane images: visual rhetoric in depictions of atypical genital anatomy and sex differentiation.Shelley Wall - 2010 - Medical Humanities 36 (2):80-83.
    Visual images are widely used in medical and patient education to enhance spoken or written explanations. This paper considers the role of such illustrations in shaping conceptions of the body; specifically, it addresses depictions of variant sexual anatomy and their part in the discursive production of intersex bodies. Visual language—even didactic, ‘factual’ visual language—carries latent as well as manifest content, and influences self-perceptions and social attitudes. In the case of illustrations about atypical sex development, where the need for non-stigmatising communication (...)
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  41.  9
    Ethics and Medical Humanities Education: The Cleveland Clinic Foundation.George A. Kanoti - 1990 - Journal of Clinical Ethics 1 (4):294-297.
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  42.  19
    The Art of Humane Education, by Donald Phillip Verene.David Lovekin - 2014 - Teaching Philosophy 37 (1):111-115.
  43.  11
    Implication of Humanity Education in Nammyeong (南冥) Cho Shik’s (曺植) Thought. 이상호 - 2018 - Journal of Ethics: The Korean Association of Ethics 1 (132):81-109.
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  44.  7
    The educational significance of human and non-human animal interactions: blurring the species line.Suzanne Rice (ed.) - 2016 - New York: Palgrave-Macmillan.
    The Educational Significance of Human and Non-Human Animal Interactions explores human animal/non-human animal interactions from different disciplinary perspectives, from education policy to philosophy of education and ecopedagogy. The authors refute the idea of anthropocentrism (the belief that human beings are the central or most significant species on the planet) through an ethical investigation into animal and human interactions, and 'real-life' examples of humans and animals living and learning together. In doing so, Rice and Rud outline the idea that interactions between (...)
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  45.  5
    Vico and Vives on Humane Education.Donald Phillip Verene - 1996 - New Vico Studies 14:47-63.
  46.  8
    The Art of Humane Education. [REVIEW]John G. Trapani Jr - 2004 - Review of Metaphysics 58 (1):197-199.
    At a time when programs of “General Education” have replaced, or are masquerading as, programs of traditional “Liberal Education,” Professor Donald Verene’s small but rich book challenges current trends. The book is written in the form of letters to a friend, one who is conversant in the sciences but less so in the humanities, and yet as one who is concerned not only about the changes in education that have taken place since his own education in the liberal arts and (...)
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  47.  15
    Cultivating Community-Responsive Future Healthcare Professionals: Using Service-Learning in Pre-Health Humanities Education.Casey Kayser - 2017 - Journal of Medical Humanities 38 (4):385-395.
    This essay argues that service-learning pedagogy is an important tool in pre-health humanities education that provides benefits to the community and produces more compassionate, culturally competent, and community-responsive future healthcare professionals. Further, beginning this approach at the baccalaureate level instills democratic and collaborative values at an earlier, crucial time in the career socialization process. The discussion focuses on learning outcomes and reciprocity between the university and community in a Medical Humanities course for junior and senior premedical students, an elective in (...)
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  48.  19
    Humane Letters: Notes on the Concept of Integrity and the Meanings of Humanism.Chris Higgins - 2009 - Philosophical Studies in Education 40:25 - 32.
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  49.  14
    Tracing pedagogic frailty in arts and humanities education: An autoethnographic perspective.Ian M. Kinchin & Christopher Wiley - 2018 - Arts and Humanities in Higher Education 17 (2):241-264.
    This paper offers an approach to support the development of reflective teaching practice among university academics that can be used to promote dialogue about quality enhancement and the student experience. Pedagogic frailty has been proposed as a unifying concept that may help to integrate institutional efforts to enhance teaching within universities by helping to maintain a simultaneous focus on key areas that are thought to impede development of pedagogy. These areas and the links that have been proposed to connect them (...)
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  50. Victorian Bibliography for 2001.Iiied Education - 2001 - History of the Human Sciences 14 (2):1-18.
     
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