The Nature of Dialogue in Humanistic Education

1975 ◽  
Vol 157 (3) ◽  
pp. 5-15
Author(s):  
Sajed Kamal
Keyword(s):  
Human Becoming ◽  
Humanistic Education ◽  
Individual Human

In all ages it has undoubtedly been glimpsed that the reciprocal essential relationship between two beings signifies a primal opportunity of being, and one, in fact, that enters into the phenomenon that man exists. And it has also ever again been glimpsed that just through the fact that he enters into essential reciprocity, man becomes revealed as man; indeed, that only with this and through this does he attain to that valid participation in being that is reserved for him; thus, that the saying of Thou by the I stands in the origin of all individual human becoming (Buber, Note 1).

GAGASAN PEMIKIRAN HUMANISTIK DALAM PENDIDIKAN (Perbandingan Pemikiran Naquib al-Attas Dengan Paulo Freire)

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Khusnul Mualim
Keyword(s):  
Paulo Freire ◽  
Islamic Education ◽  
Humanistic Psychology ◽  
Human Potential ◽  
Primary Data ◽  
Human Being ◽  
Humanistic Education ◽  
The Difference ◽  
The Individual ◽  
Individual Human

Humanistic thought in education has always been interesting to be discussed. As between two figures who discuss humanistic education is Naquib al-Attas and Paulo Freire. The purpose of doing research is the study of humanistic thought from the second related about: (1) the meaning of humanistic psychology in education; (2) the thought of humanistic Naquib al-Attas and Paulo Freire; (3) the Humanistic Education in Islam; and (4) Seeking similarities and differences of humanistic thought both figures in the context of Islamic education. A research method in this research is qualitative research. The collection of data in this study using the method of documentation. Data analysis was done by providing a hidden meaning to the data that was successfully collected based on primary data. The technique of the validity of the data by triangulation. Based on the results of research conducted, the following conclusions were obtained: (1) the Humanistic in Islamic education is a process of education that paying more attention to aspects of human potential as being given a chance by the Almighty God to develop the potential in themselves;  (2) the MenurutNaquib al-Attas, humanistic religious concept puts human being having regard to responsibility. Meanwhile, according to Paulo Freire, humanistic is the concept of giving freedom to the individual human being; (3) the Humanistic Education in Islam is an effort of the embodiment or manifestation of the self in the world of Islamic education; (4) the equation of the theory of both figures are located on its object, the man. While the difference is based on human concepts, goals, and values.

Association for Humanistic Education: Tenth anniversary conference.

1986 ◽  
Vol 14 (2) ◽  
pp. 134-137
Author(s):  
Julie Ann Allender ◽  
Anne C. Richards
Keyword(s):  
Humanistic Education

Spatial and Temporal Organization of the Individual Human Cerebellum

2018 ◽  
Author(s):  
Scott Marek ◽  
Joshua S. Siegel ◽  
Evan M. Gordon ◽  
Ryan V. Raut ◽  
Caterina Gratton ◽  
...  
Keyword(s):  
Temporal Organization ◽  
Human Cerebellum ◽  
The Individual ◽  
Individual Human

Organizing Things in Dickens

2018 ◽  
Author(s):  
Elaine Auyoung
Keyword(s):  
Human Body ◽  
Individual Experience ◽  
Bleak House ◽  
Narrative Structures ◽  
Concrete Objects ◽  
Comprehension Process ◽  
The Individual ◽  
Individual Human

This chapter demonstrates how the organization of narrative information can shape a reader’s impression of what is represented. It focuses on two ways in which concrete objects are arranged in Charles Dickens’s Bleak House: as specific members of general categories and as part of causally connected narrative structures. Dickens relies on these representational strategies to capture a scale of reality no longer suited to the individual human body. In doing so, he also reveals that the realist novel’s conventional commitment to individual experience at the scale of concrete particulars reflects constraints on the comprehension process.

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