Searching for identity of human beings (part 1)

2018 ◽  
Vol 15 ◽  
pp. 177-192
Author(s):  
Małgorzata Morawiecka
Keyword(s):  
Human Development ◽  
Human Beings ◽  
Human Identity ◽  
Religious Aspect

The problem of identity is commonly discussed at the present time. Many is trying to solve this problem. Very often, when considering of human development in terms of identity are omitted religious aspect. The main intention of the article was showing the variety of depiction topic and difficulty in resolving what actually is the human identity.

Pemikiran Pendidikan Islam Abdurrahman Mas’ud

2018 ◽  
Vol 10 (2) ◽  
pp. 313-323
Author(s):  
Muhammad Rusdi Rasyid
Keyword(s):  
General Assumption ◽  
Islamic Education ◽  
Educational Goal ◽  
Human Beings ◽  
General Science ◽  
Western Education ◽  
Religious Aspect

This paper will examine the thoughts of Abdurrahman Mas'ud on Nondikotomik Educational Format (Humanism Religious as Paradigm of Islamic Education). Mas'ud argues, there is no separation between religious science and general science. Mas'udseems to want to compromise the general assumption between Western education which is more concerned with the knowledge aspect with Eastern education emphasizing more on the Religious aspect. The educational goal according to Abdurrahman Mas'ud is the connection between man and his God (Hablum Minallah) and between man and man (Hablum Minannas). Ultimately, education aims to enable students to become human beings, which is perfect in the eyes of human civilization and perfect in the standard of religion. Furthermore, Mas'ud is in line with the concept of religious humanism that is applied in Islamic education by emphasizing on the aspects of teachers, aspects of methods, aspects of pupils, material aspects, and evaluation aspects.

Humanity as Homo Culturus

2013 ◽  
Vol 30 (2) ◽  
pp. 77-102
Author(s):  
Mahmoud Dhaouadi
Keyword(s):  
Cultural Values ◽  
Theoretical Framework ◽  
Human Mind ◽  
Human Beings ◽  
Human Identity ◽  
Homo Oeconomicus ◽  
Ibn Khaldun ◽  
Collective Behaviors

This paper claims that human beings are first of all Homo Culturus and only then Homo Politicus, Homo Sociologus, or Homo Oeconomicus. Human beings are distinguished from all other species by what I call human symbols (HS), namely, language, thought, religion, knowledge/science, myths, laws, and cultural values and norms. As such, they are central to the human identity of individuals, groups, and societies and therefore basic keys for understanding and explaining individual as well as collective behaviors in human societies. The theoretical framework/paradigm of Homo Culturus also helps to explain the phenomenon of the human mind in its various forms: the illiterate mind, the educated mind, and the highly intellectual minds of scientists and scholars such as Ibn Khaldun.

scholarly journals REFLEKSI ATAS REALITAS DAN PARADIGMA MASALAH SAMPAH | REFLECTION ABOUT REALITY AND PARADIGM PROBLEMS OF TRASH

2017 ◽  
Vol 16 (2) ◽  
pp. 163
Author(s):  
Agustina Utami Ningsih
Keyword(s):  
Population Growth ◽  
Human Development ◽  
Human Activities ◽  
Adverse Impact ◽  
Human Being ◽  
Human Beings ◽  
Self Development ◽  
Technological Developments ◽  
Written Sources

<b>Abstract:</b> Human activities always produce trash. The amount of trash continues to grow in line with population growth and technological developments. Trash has become an environmental crisis due to a lack of awareness and in Indonesia little serious effort has been made to process trash properly. The importance of a serious effort of trash management and self-development as a real human being is nothing other than a struggle to restore harmony between Creator, human beings, and the whole of creation. This paper reflects on the reality of trash as well as taking up the views and habits of people who are little concerned about handling trash although they already feel the adverse impact of trash on the environment. This study analyses data and the information obtained through observation of the trash problem, supported by data from written sources . <b>Keywords:</b> Trash, environment, human development, ecological repentance <b>Abstrak:</b> Kegiatan manusia selalu menghasilkan sampah. Peningkatan jumlah sampah terus bertambah seiring dengan pertambahan penduduk dan perkembangan teknologi. Sampah telah menjadi krisis lingkungan hidup karena kurangnya kesadaran dan belum seriusnya usaha pengolahan sampah dengan tepat. Pentingnya upaya serius pengolahan sampah yang tepat dan pengembangan diri sebagai manusia sejati adalah upaya mengembalikan harmoni antara Pencipta, manusia, dan semua ciptaan. Tulisan ini ingin merefleksikan realitas keberadaan sampah serta pandangan dan kebiasaan masyarakat yang kurang peduli terhadap penanganan sampah. Kajian ini dilakukan dengan metode interpretatif, yang menafsirkan dan memberi arti kepada data dan informasi yang didapatkan, berdasarkan dengan pengamatan masalah sampah dan keadaan faktual yang terjadi di dalam kebiasaan masyarakat terhadap sampah, didukung dengan fakta dari sumber literatur sebagai data dan informasi. <b>Kata-kata kunci:</b> sampah, lingkungan, pengembangan manusia, pertobatan ekologi

scholarly journals The Use of Dialogue Journals in an ESL Writing Class from Vygotskyan Perspective

2018 ◽  
Vol 5 ◽  
pp. 1-14
Author(s):  
Lal Bahadur Rana
Keyword(s):  
Human Development ◽  
Language Proficiency ◽  
Journal Writing ◽  
Human Beings ◽  
Esl Writing ◽  
Dialogue Journals ◽  
Writing Fluency ◽  
Self Confidence ◽  
Writing Class ◽  
Theoretical Thinking

 Dialogue journal writing is a way of communicating with the learners through constant written communication over a specified period. Since the teachers who use the dialogue journals do not require their students to be grammatically accurate in their expressions while they are writing journals, the students build their self-confidence. Consequently, they can increase their writing fluency, which ultimately leads to not only the development of writing but also overall language proficiency of the language they are learning. More importantly, it develops learners’ theoretical thinking as they are involved in dialogic discussions through written interactive communications. It is because as per Vygotskyan theory of human development human beings are constantly engaged in interpersonal as well as intrapersonal communications, which expand learners’ zones of proximal development.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 1-14

International Organization and Human Development

2017 ◽  
Author(s):  
David C. Ellis
Keyword(s):  
Human Development ◽  
International Organizations ◽  
Driving Force ◽  
Capabilities Approach ◽  
International Organization ◽  
Human Beings ◽  
Philosophical Critique ◽  
Development Framework ◽  
National Economic ◽  
Development Approach

Human development as a concept seeks to make individuals the driving force behind state development. Even though international organizations (IOs) are formal agreements by and for the benefit of member states and have historically prioritized states’ interests, it can still be argued that human beings have long been the central concern of many IOs, even for some of the oldest surviving ones today. Nowadays, the human development framework appears to serve as the principal intellectual and normative construct regarding how to achieve national economic growth while building broad social justice and opportunity for individuals. Its allure derives as much from its coherent philosophical critique of past empirical development failures as it does from its incorporation of values and ethics appealing to a broad spectrum of professionals working in the development community. The human development approach was in part necessitated by the monopolization of economic development by states even from the advent of the enterprise in the 1950s. But despite the widespread adoption of the human development framework as an operative concept in the practice of development, it is not without controversy. Most of the critique is directed toward the underlying premises of the capabilities approach and the elements its adherents must elucidate in order to effectively implement its tenets in policy.

Ancient Concepts of Personal Identity

2009 ◽  
pp. 259-270
Author(s):  
Christopher Gill
Keyword(s):  
Social Identity ◽  
Human Nature ◽  
Moral Education ◽  
Personal Identity ◽  
The Body ◽  
Human Beings ◽  
True Self ◽  
Human Identity ◽  
Body And Soul ◽  
The City

The burgeoning science of human nature recognized the implications for human identity. In the later fifth or early fourth centuries BCE philosophers started to develop a systematically dualistic account of human beings as composites of body and soul. In this view, the body is something that embeds the person in a particular community, and the soul is the true ‘self’, the locus of desires and beliefs which those communities could shape. This article suggests that personal identity is for these thinkers social identity, and it is no coincidence that Plato's utopian designs for a polis in the Republic are largely structured around rethinking the educational curriculum, or, conversely, that Protagoras assigns the central role in moral education to the city as a whole.

scholarly journals El diseño como herramienta de desarrollo humano sostenible = Design as a tool for sustainable human development

2019 ◽  
pp. 31
Author(s):  
Ángela Pérez Calleja
Keyword(s):  
Human Development ◽  
Design Thinking ◽  
Industrial Design ◽  
Human Beings ◽  
Human Centered Design ◽  
Combined Process ◽  
Sustainable Human Development ◽  
Development Change ◽  
Similarities And Differences ◽  
The One

ResumenLa actividad del diseño industrial se desarrolla en un contexto y unas circunstancias, los cuales, concretados en problemas y necesidades, marcan sus objetivos y su dirección de evolución. El diseño es por definición desarrollo, cambio, y por ello puede generar un impacto en la realidad en la que existe. Las personas son las protagonistas del desarrollo, y también del proceso de diseño, que según las metodologías más actuales, como el design thinking y el diseño centrado en el ser humano, debe generarse por y para las personas, como herramienta de respuesta a sus problemas. Esta herramienta de cambio se proponecomo una nueva funcionalidad del diseño. Sus características se definen mediante una comparación de metodologías: de aquella propia de la producción artesanal, y de la propia del diseño industrial proyectual (tradicional y actual), buscando sus similitudes y diferencias, ydesembocando en una integración equilibrada de ambas, que generará un proceso combinado capaz de originar una mejora en situaciones de subdesarrollo.AbstractThe activity of the industrial design is developed in a certain context and circumstances, which may be specified by problems and needs, settling its objectives and direction. Design means by definition development, change, and that is the reason because it can generate an impact in the reality in which it exists. People are the principal subjects of development, and also of the designing process, which according to the modern methodologies like design thinking and human centered design, must be generated by and for human beings, as a tool for solving their problems. This tool for change is proposed as a new usefulness of design.Its characteristics are defined though the comparison of methodologies: the one used by the craftwork production and the one used by planning industrial design (traditional and contemporary), searching for its similarities and differences, and finally leading to a balancedintegration of both of them, that will generate a combined process capable of originate an improvement in underdevelopment situations.

scholarly journals Solutions to improve the effectiveness of moral education for Vietnamese students today

2022 ◽  
Vol 6 ◽  
Author(s):  
Pham Thi Lan
Keyword(s):  
Human Development ◽  
Moral Education ◽  
Communist Party ◽  
Common Interest ◽  
Continuous Learning ◽  
Human Beings ◽  
The People ◽  
The Face ◽  
Scientific Technical ◽  
The Common

Comprehensive human development is an important content in Ho Chi Minh's thought on human beings. "To reap a return in ten years, plant trees. To reap a return in 100, cultivate the people" (Minhd, 2011). A comprehensive person is someone who has both virtue and talent, of which virtue is the root. Virtue is morality, but unlike conservative morality which aims at personal glory, the new and great morality serves the common interest of the communist party, the people and mankind. The basic requirements of that morality are being loyal to the country and faithful to the people, loving people, being diligent, thrifty, honest, righteous and selfless, and having proletarian international spirit. Talent means a person's capability to fulfill assigned tasks, which is demonstrated through continuous learning and improving of academic, scientific, technical and theoretical qualifications (Minhb, 2011). Vietnam is being strongly influenced by the trend of international integration with many complicated changes in the society. In the face of manifestations of degradation in morality and lifestyle seen in students, moral education for Vietnamese students becomes even more important and necessary.

scholarly journals HUMAN: BEING BETWEEN NATURE AND CULTURE

2021 ◽  
Vol 19 (2) ◽  
pp. 4-13
Author(s):  
Alexey Volkov
Keyword(s):  
Cultural Studies ◽  
Human Development ◽  
Mutual Influence ◽  
Cross Cultural ◽  
Human Existence ◽  
Sociocultural Factors ◽  
Human Being ◽  
Human Beings ◽  
Nature And Culture ◽  
Cultural Origins

The article investigates some issues connected with comprehending the specific features of human existence. The author uses genetic and cross-cultural studies to show that human development is affected by both genetic and sociocultural factors. The author believes that the conception of human existence that takes into account mutual influence and complementarity of genetic and cultural origins in human beings is justified not only in theory, but also in practice, since it responds to the need for harmonization of relations between people and their environment.

scholarly journals Pemikiran Pendidikan Islam Abdurrahman Mas’ud

2018 ◽  
Vol 10 (2) ◽  
pp. 313-323
Author(s):  
Muhammad Rusdi Rasyid
Keyword(s):  
General Assumption ◽  
Islamic Education ◽  
Educational Goal ◽  
Human Beings ◽  
General Science ◽  
Western Education ◽  
Religious Aspect

This paper will examine the thoughts of Abdurrahman Mas'ud on Nondikotomik Educational Format (Humanism Religious as Paradigm of Islamic Education). Mas'ud argues, there is no separation between religious science and general science. Mas'ud seems to want to compromise the general assumption between Western education which is more concerned with the knowledge aspect with Eastern education emphasizing more on the Religious aspect. The educational goal according to Abdurrahman Mas'ud is the connection between man and his God (Hablum Minallah) and between man and man (Hablum Minannas). Ultimately, education aims to enable students to become human beings, which is perfect in the eyes of human civilization and perfect in the standard of religion. Furthermore, Mas'ud is in line with the concept of religious humanism that is applied in Islamic education by emphasizing on the aspects of teachers, aspects of methods, aspects of pupils, material aspects, and evaluation aspects

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