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The text explains the basic concepts that constitute the foundation of the original philosophy of humanistic education, implemented within the Polish language as a subject taught at school. This concept is based on the consistently respected idea of subjectivity, and therefore has an anthropological and cultural character. Among other things, the author answers the questions of why, what and how to teach at school. Guided by the principle „my language is my world”, he encourages people to change the way of thinking about education. Proposing a new language for describing school reality, the author thoroughly and critically analyzes the language that is dominat in contemporary educational discourse – in order to draw attention to its imprecision, non-functionality or complete inadequacy – and thus to show how „the language thinks instead of us” and what negative consequences this entails in practice.

Research on the Construction of Public Management Discipline Under the Background of New Liberal Arts

Under the background of new liberal arts, the construction of public management discipline should be based on the social times, the goal of talent cultivation, and the characteristics of the discipline itself, so as to meet the requirements of new liberal arts. In terms of social background, the public management discipline should not only respond to the new problems arising from the technological revolution, but also to the problems of national governance in the new era. In terms of the goal of talent cultivation, the public management discipline should not only cultivate public management professionals but also undertake the basic task of establishing virtue and cultivating talents. In terms of the characteristics of the discipline itself, the public management discipline should highlight the functional advantages of humanistic education, comprehensive discipline, and social service.

Analysis of Confucius’s Humanistic Education Theory Centered on the Analects of Confucius Based on Cognitive Anthropology

Objectives: Confucius’s humanistic education theory centered on the Analects of Confucius based on cognitive anthropology was analyzed in this paper, and the computer technology was used to extract the imagery and thought of the ancient Chinese prose. Methods: First of all, the definition and classification of cognitive anthropology and ancient Chinese prose imagery were described in detail; then based on the Confucius culture centered on the Analects of Confucius, the computer representation model and the classification algorithm of ancient Chinese prose were constructed; Results: in addition, the experiment was carried out to verify the model and algorithm, and the threshold analysis was carried out on the basis of the comparison of tagged word and characteristic words; Conclusion: finally, the optimum range was obtained for each parameter.

The School Scene of Education: The Dead Archive or Embodied Memory?

The article presents humanistic education as a process of transmission (values, beliefs, memories, stories, tales). The author focuses on the student as a co-creator of the educational event and what is preserved in his memory. The topic was developed on the basis of the performative concept of the archive and repertoire formulated by Diana Taylor. The article discusses school practices that involve the use of unattractive, anachronistic texts and working methods and present a simplified interpretation of the past, implementing the current discourse of power.

METAPHOtogRaphy: Reflections on the Connections of Thoughts and Photos

The article is an attempt to collect and comment on discourse on the relationship between photography and metaphor, which is dispersed in different theoretical works on photography. The author finds these connections crucial in the educational perspective, because they help to inscribe pedagogical activities on photography in a broader humanistic education that aims at cultivating the ability to think. The main theoretical contexts are writings by Bernd Stiegler and Hannah Arendt. The author gives an exemplary analytical study of photographs by Krzysztof Szlapa and Kamil Myszkowski as well as a suggestion of a practical photographic task whose objective is to inspire metaphorical thinking.

On Francesco Guicciardini’s Thought and Some of his Considerations on Machiavelli

Francesco Guicciardini (1483-1540), Italian historian, politician and writer, - descendant of one of the most important and faithful families to the Medici family in Florence - received a solid humanistic education and was also the protagonist of the Italian politics in the XVIth century; during the wars between France and Spain for the domination of the peninsula, he became the fair and impartial interpreter of these events in terms of historiography. Upright and of austere character, ¬he is the author of one of the best histories of Italy, written in the spirit of the time, whose prime quality is the historical veracity. Guicciardini fed the feeling of nationality and the aspiration to independence of Italy. In his works he shows the painful efforts of the princes and heads of republics, dragged into continuous wars, trying to defend, to confederate, to seek help in various foreign powers in order to save themselves from the oppression of the rulers. His genius, intuitive and painfully prophetic, discerns the events from the things; he pronounces what he develops as ‘safe judgments’ and recommends possible remedies to save the nation.

The value of humanistic education in the novel of orang-orang biasa andrea hirata's works and its relevance in literature learning at senior high school

This research has the following objectives: (1) to describe the form of humanistic education contained in the novel Orang-Orang Biasa by Andrea Hirata (2) to know and describe the relevance of humanistic education in the novel Orang-Orang Biasa in Indonesian literature learning at SMA Negeri 1 Muaradua. The data analysis technique used is the content analysis technique. Data collection techniques in this study by means of direct observation and external documentation. The results of the research prove that the value of humanistic education in the novel Orang-Orang Biasa consists of material values, vitality, spirituality, respect for other people's opinions, cooperation, willingness to sacrifice, caring for others, helping to help, and solidarity. The novel Orang-Orang Biasa by Andrea Hirata can be implemented in class XI SMA Negeri 1 Muaradua

Exploring F. W. Parker’s notions regarding child education

F. W. Parker (1837–1902), an American educationist, implemented various reforms in education. Parker had a considerable role in the development of progressive education in the United States. Parker is usually regarded as the father of progressive education. Using theoretical analysis, this article aims to explore the notions regarding child education advanced by Parker. First, his ideas of child education were as follows: (1) a unitary child made of body, mind, and spirit is a whole being; (2) education professionals depend on the touch of educational love; (3) teachers are mentors in the search for truths instead of dominators; (4) cultivate a democratic and cooperative attitude in the child; (5) the purpose of humanistic education is to assist the individual development of each child. Second, the learning content proposed for children was as follows: (1) the theory of concentration, (2) teachers should select courses that are familiar to the child, (3) teachers should let the child learn to release energy in a natural environment, (4) adapting subject matter to the child, and (5) assimilating music and story into children’s learning content. Finally, the suggested teaching priorities were as follows: (1) arouse learning interest of the child; (2) develop the child’s attention; (3) allow expression; (4) handwork; and (5) when the child reads, teachers should lead their thinking.

Discourse on the Method: a philosopher’s Bildungsroman

The problem raised by the article is defined by a paradox: according to Descartes, education is associated with the darkness of preconceptions, truisms, and instilled prejudices that rely exclusively on the authority of tradition as opposed to light, which is the medium of natural intelligence, free of dogmatism and skepticism alike. The article sets out to solve a dual task: on the one hand, to describe the philosopher’s years of learning and the fruits of his enlightenment, and, on the other, to read Discourse on the Method as a prototypical Bildungsroman that challenges the program of humanistic education adopted during the Renaissance and exposes the novelistic imagination of the author’s contemporaries. Following the method of intellectual history, we discover that the autobiographical setting of Discourse on the Method, combined with the figure of the new conceptual character and the self-reflexive element that reproduces the negative genre-specific model of narration, transform one of the most renowned works of world philosophy into a mature Bildungsroman with a main theme best expressed by the question ‘How to become a philosopher?’

Education in Humanistic Pedagogy

Introduction. The article examines the problem of education, based on the methodology of a humanistic approach to the formation of the individual. Comparative analysis made it possible to identify and characterize the features that are inherent in both communist and modern humanist education. Particular attention is paid to the principles of humanistic pedagogy, which determine the direction and activities of educational organizations. The importance of the problem in question is that a certain understanding of it is the basis of the formation of the spiritual culture of the individual and society. Materials and Methods. The theoretical and methodological strategy of this study was a comparative-comparative approach, which allowed to identify and characterize those features that are inherent in both communist and modern humanistic education. To this end, the following methods were used: theoretical modeling, abstraction, generalization, comparative analysis. Results of the study and discussion. Approaches to education under the influence of communist and humanistic (anthropocentric humanism) education have been revealed and critically understood. The role of Orthodox humanism in the formation of human personality is shown as the antithesis of anthropocentric humanism. Conclusion. The results of the study show that humanistic pedagogy, striving to be independent, develops its approaches to education. However, she uses the educational material that was criticized for her traditional pedagogical science and practice. Its main difference from the previous pedagogy is that the center of the pedagogical space is occupied by a separate personality. Education is understood as an activity aimed at creating the necessary conditions for its self-fulfillment, internal self-expression.