Relevant bibliographies by topics / Humanistic

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Academic literature on the topic 'Humanistic'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Humanistic"

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Atik Ma'rifatun Afifah. "PSIKOLOGI HUMANISTIK: Victor Frankl dan Ki Ageng Suryomentaram (KAS)." Nathiqiyyah 3, no. 1 (June 30, 2020): 58–67. http://dx.doi.org/10.46781/nathiqiyyah.v3i1.100.

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Psikologi humanistik berbicara tentang potensi manusia untuk menyelesaikan masalah yang dihadapinya. Kebanyakan yang diketahui atau dianut sebagai psikologi humanistic terdapat dari barat, seperti Abraham Maslow (1908-1970) memaparkan tentang teori hirarki kebutuhan, Carl Roger (1902-1987) memaparkan teori client-centered therapy dan Victor Frankl (1905- 1997) memaparkan teori logoterapi. Sedangkan dari lokal terdapat KAS (Ki Ageng Suryamentaram) (1892-1962) memaparkan teori kawruh jiwa. Tulisan ini bertujuan untuk mengkomparasikan teori psikologi barat ( Frankl) dan lokal (KAS). Penelitian ini termasuk jenis penelitian kepustakaan (library research) yang bersifat penelitian kualitatif. Peneliti menggunakan pendekatan hermeneutik (interpretasi gramatik) untuk menerjemahkan makna humanistik. Dari beberapa teori psikologi humanistic baik barat maupun lokal, mempunyai persamaan dan perbedaan. Meskipun barat lebih berkembang psikologi humanistic, Tak dapat dipungkiri bahwa lokal pun mempunyai konsep teori psikologi humanistic yang lebih dulu diaplikasikan. Kata Kunci: psikologi, humanistik, Frankl (kebermaknaan), KAS (kawruh jiwa)
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Dudung Hamdun and Nurul Islam. "Humanistic Approaches in Learning Arabic to Increase Motivation of Students' Learning." Edulab : Majalah Ilmiah Laboratorium Pendidikan 8, no. 2 (December 28, 2023): 177–93. http://dx.doi.org/10.14421/edulab.2023.82.05.

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This study aims to determine how the implementation of the humanistic approach in learning Arabic and to determine its effect on increasing student learning motivation. The applied humanistic approach adopts the principles of Gestalt theory. i.e., humanistic teachers believe that students will be motivated to study teaching materials if they are related to their needs and wants; educational goals should encourage students' desire to learn; humanistic educators believe that grades are irrelevant and only self-evaluation is meaningful; do not separate cognitive and affective domains; and learn without threat. The results show that the implementation of the humanistic approach in Arabic language learning is in accordance with the principles of Gestalt. The implementation of the humanistic approach in Arabic language learning is also able to increase students' learning motivation. This can be seen from the statistical significance value (2-tailed) of 0.000 <0.05 between the pre-test and post-test results, which means there is a significant difference. These results can be concluded that through the implementation of a humanistic approach to learning Arabic can increase student motivation. So that the alternative hypothesis, which states that the implementation of a humanistic approach in learning Arabic can increase the learning motivation of students in class X IPA 1 is proven or accepted,. Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana implementasi pendekatan humanistik dalam pembelajaran bahasa arab dan untuk mengetahui pengaruhnya terhadap peningkatan motivasi belajar siswa. Pendektan humanistik yang diterapkan mengadopsi prinsip teori Gestalt. yaitu guru yang humanis percaya bahwa siswa akan termotivasi untuk mengkaji bahan ajar jika terkait dengan kebutuhan dan keinginannya; tujuan pendidikan harus mendorong keinginan siswa untuk belajar; pendidik yang humanis percaya bahwa nilai tidak relevan dan hanya evaluasi diri yang bermakna; tidak memisahkan domain kognitif dan afektif; dan belajar tanpa ancaman. Hasil penelitian menunjukkan bahwa implementasi pendekatan humanistik dalam pembelajaran bahasa Arab sudah sesuai dengan prinsip-prinsip Gestalt. Penerapan pendekatan humanistik dalam pembelajaran bahasa Arab juga mampu meningkatkan motivasi belajar siswa. Hal ini terlihat dari nilai statistik signifikansi (2-tailed) sebesar 0,000 < 0,05 antara hasil pre-test dan post-test yang berarti terdapat perbedaan yang signifikan. Hasil ini dapat disimpulkan bahwa melalui implementasi pendekatan humanistik dalam pembelajaran bahasa Arab dapat meningkatkan motivasi belajar siswa. Sehingga hipotesis alternatif yang menyatakan implementasi pendekatan humanistik dalam pembelajaran bahasa Arab dapat meningkatkan motivasi belajar siswa kelas X IPA 1 terbukti atau diterima.
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Derolez, Albert. "The Nomenclature of Humanistic Scripts." Quaerendo 41, no. 1-2 (2011): 162–71. http://dx.doi.org/10.1163/001495211x572111.

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AbstractProposal for a new classification and nomenclature of Humanistic book scripts, in the line of the classification and nomenclature of Gothic book scripts developed by G.I. Lieftinck and J.P. Gumbert and augmented and systematized by myself. Three basic types are distinguished: Humanistica Textualis, Humanistica Semitextualis and Humanistica Cursiva.
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‘Adziima, Mavatih Fauzul. "Psikologi Humanistik Abraham Maslow." Jurnal Tana Mana 2, no. 2 (January 14, 2022): 86–93. http://dx.doi.org/10.33648/jtm.v2i2.171.

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Psikologi Humanistik biasa disebut dengan psikologi kemanusiaan adalah suatu pendekatan yang menerapkan dengan pengalaman tingkah laku manusia, yang memusatkan pada aktualisasi diri dari seorang manusia. Dalam tulisan ini juga membahas salah satu dari pakar psikologi humanistik yaitu Abraham maslow. Dalam tulisan ini juga disebutkan kelebihan dari psikologi humanistik misalnya Pembelajaran dengan teori ini sangat cocok diterapkan untuk materi-materi pembelajaran yang bersifat pembentukan kepribadian, dan contoh dari kelemahan psikologi humanistik yaitu Siswa yang tidak mau memahami potensi dirinya akan ketinggalan dalam proses belajar. Psikologi humanistik juga memberikan sumbangsihnya bagi pendidikan alternatif yang dikenal dengan sebutan pendidikan humanistik (humanistic education). Pendidikan Humanistik mengupayakan agar keseluruhan individu berusaha mengembangkan potensi yang ada pada dirinya keseluruhan melalui pembelajaran nyata. Pengembangan aspek emosional, sosial, mental, dan keterampilan dalam berkarier menjadi fokus dalam model pendidikan humanistic. Kata Kunci: Psikologi Humanistik, Abraham Maslow, Psikologi Kemanusiaan
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Rahman, Musthofa. "Pemikiran Pendidikan Humanistik dalam Islam." Hikmah: Journal of Islamic Studies 13, no. 2 (September 15, 2017): 111. http://dx.doi.org/10.47466/hikmah.v13i2.155.

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Since its birth, Islam has brought a humanitarian mission as it is manifested in the apostolate of Muhammad with the main vision of mercy and kindness to humankind. Islamic education is built on the humanitarian mission with a goal to humanize humans (humanization). In other words, Islamic education is very close to human values. The thought about education that humanizes humans brings to the concept of humanistic education. The concept of humanistic education is strongly influenced by three philosophical thoughts namely pragmatism, progressivism, and existentialism. Each of them contributes a lot to the thoughts of humanistic education. Humanistic is interpreted more asone approach of education that uses humanism approach. This paper explores the process of humanizing humans (humanization) in the concept of humanistic education as an issue and the main goal since the birth of Islam. The process of humanizing people in Islamic education is manifested in the process of humanization, liberation, and transcendence which have strong roots in the teachings of Islam. Keywords: Islam, education, humanistic, and humanization. Sejak kemunculannya, Islam membawa misi kemanusiaan sebagaimana termanifestasi dalam kerasulan Muhammad dengan visi utama memberikan rahmat dan kebaikan kepada seluruh umat manusia. Pendidikan Islam dibangun di atas misi kemanusiaan tersebut dengan tujuan memanusiakan manusia (humanisasi). Dengan kata lain, pendidikan Islam sangat dekat dengan nilainilai kemanusiaan. Pemikiran mengenai pendidikan yang memanusiakan manusia itulah yang melahirkan konsep pendidikan humanistik. Konsep pendidikan humanistik sangat dipengaruhi oleh tiga pemikiran filsafat yaitu pragmatisme, progresivisme, dan eksistensialisme. Masing-masing dari ketiga pemikiran tersebut memberi kontribusi besar bagi bangunan pemikiran pendidikan humanistik. Humanistik lebih dimaknai sebagai salah satu pendekatan pendidikan yang menggunakan kacamata humanisme. Tulisan ini mengetengahkan proses memanusiakan manusia (humanisasi) dalamkonseppendidikanhumanistiksebagaipersoalan yang sudah sejak kemunculan Islam menjadi tujuan utama.Proses memanusiakan manusia dalam pendidikan Islam termanifestasikan dalam proses humanisasi, liberasi, dan transendensi yang memiliki akar kuat dalam ajaran-ajaran Islam. Kata kunci: Islam, pendidikan, humanistik, humanisasi
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Supriyanto, Supriyanto. "Humanistic Education in Abdurrahman Wahid’s." Edugama: Jurnal Kependidikan dan Sosial Keagamaan 4, no. 2 (December 31, 2018): 21–32. http://dx.doi.org/10.32923/edugama.v4i2.688.

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Human values are one of the main components of concern in the education field. One of the Muslim scholars who had very high concern for issues related to humanity was Abdurrahman Wahid or who was familiarly called Gus Dur. For Gus Dur, appreciation of human values is at the core of the teachings of Islam. The emphasis on understanding humanity provides a basis for the humanistic attitude that Gus Dur wanted to build. Humanistic education in the concept of Gus Dur is a discussion of human values voiced by Gus Dur which includes universal humanity, human rights and justice. Therefore, this paper intends to discuss humanistic education in Gus Dur's perspective. Keywords: Nilaihumanistic education, human right, justice, Abdur Abstrak rahman Wahid nilai kemanusiaan adalah salah satu komponen utama yang menjadi perhatian di bidang pendidikan. Salah satu cendekiawan Muslim yang memiliki kepedulian yang sangat tinggi terhadap masalah yang berkaitan dengan kemanusiaan adalah Abdurrahman Wahid atau yang akrab disapa Gus Dur. Bagi Gus Dur, penghargaan terhadap nilainilai kemanusiaan adalah inti dari ajaran Islam. Penekanan pada memahami kemanusiaan memberikan dasar bagi sikap humanistik yang ingin dibangun oleh Gus Dur. Pendidi kan humanistik dalam konsep Gus Dur adalah diskusi tentang nilainilai kemanusiaan yang disuarakan oleh Gus Dur yang mencakup kemanusiaan universal, hak asasi manusia dan keadilan. Oleh karena itu, makalah ini bermaksud membahas pendidikan humanistik dalam perspektif Gus Dur.
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WAROHMAH, MAWADDAH. "PENGARUH PERSEPSI ATAS PENDEKATAN HUMANISTIK DAN KECEMASAN BELAJAR TERHADAP KEMAMPUAN PEMECAHAN MASALAH STATISTIKA." SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 3, no. 3 (September 29, 2023): 194–201. http://dx.doi.org/10.51878/science.v3i3.2466.

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The influence of perceptions of a humanistic approach and learning anxiety on statistical problem solving abilities. The purpose of this research is to determine 1) the influence of perceptions of the humanistic approach and learning anxiety together on statistical problem solving abilities, 2) the influence of perceptions of the humanistic approach on statistical problem solving abilities, and 3) the influence of learning anxiety on statistical problem solving abilities. The research method used is a survey method. The analysis technique used in this research is Multiple Regression. The sample in this research was 75 private university students in Bekasi. The research results prove that (1) there is a significant influence of perceptions of the humanistic approach and learning anxiety together on statistical problem solving abilities. This is proven by the acquisition of the Sig value. 0.000 < 0.05 and Fh = 210.973. (2) there is a significant influence of the perception of a humanistic approach on statistical problem solving abilities. This is proven by the acquisition of the Sig value. 0.000 < 0.05 and th = 7.366. (3) there is a significant influence of learning anxiety on statistical problem solving abilities. This is proven by the acquisition of the Sig value. 0.000 < 0.05 and th = 9.349. Practically, this research can make a positive contribution to improving the teaching of statistics courses, namely by increasing statistical problem solving abilities through increasing perceptions of the humanistic approach and reducing learning anxiety. To improve statistical problem solving abilities, lecturers must try to stimulate the level of perception of the humanistic approach and learning anxiety to be even better. ABSTRAKPengaruh persepsi atas pendekatan humanistik dan kecemasan belajar terhadap kemampuan pemecahan masalah statistika. Tujuan penelitian ini untuk mengetahui 1) pengaruh persepsi atas pendekatan humanistik dan kecemasan belajar secara Bersama-sama terhadap kemampuan pemecaham masalah statistika, 2) pengaruh persepsi atas pendekatan humanistik terhadap kemampuan pemecaham masalah statistika, dan 3) pengaruh kecemasan belajar terhadap kemampuan pemecaham masalah statistika. Metode penelitian yang digunakan adalah metode survei. Teknik analisis yang digunakan pada penelitian ini adalah Regresi Berganda. Sampel dalam penelitian ini sebanyak 75 mahasiswa Perguruan Tinggi Swasta di Bekasi. Hasil penelitian membuktikan bahwa (1) terdapat pengaruh yang signifikan persepsi atas pendekatan humanistik dan kecemasan belajar secara bersama-sama terhadap kemampuan pemecahan masalah statistika. Hal ini dibuktikan dengan perolehan nilai Sig. 0,000 < 0,05 dan Fh = 210,973. (2) terdapat pengaruh yang signifikan persepsi atas pendekatan humanistik terhadap kemampuan pemecahan masalah statistika. Hal ini dibuktikan dengan perolehan nilai Sig. 0,000 < 0,05 dan th = 7,366. (3) terdapat pengaruh yang signifikan kecemasan belajar terhadap kemampuan pemecahan masalah statistika. Hal ini dibuktikan dengan perolehan nilai Sig. 0,000 < 0,05 dan th = 9,349. Secara praktis penelitian ini dapat memberikan sumbangan yang positif bagi perbaikan pengajaran mata kuliah statistika yaitu melalui peningkatan kemampuan pemecahan masalah statistika melalui peningkatan persepsi atas pendekatan humanistik dan penurunan kecemasan belajar. Untuk meningkatkan kemampuan pemecahan masalah statistika, dosen harus berupaya menstimulus agar tingkat persepsi atas pendekatan humanistik dan kecemasan belajar lebih baik lagi.
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Firmansyah, Muhammad Hendra. "PENDEKATAN HUMANISTIK PENDEKATAN HUMANISTIK DALAM PROSES BELAJAR MENGAJAR PENDIDIKAN AGAMA ISLAM DI SMA NEGERI 1 LUMAJANG." Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora 7, no. 2 (June 30, 2021): 59–67. http://dx.doi.org/10.37567/alwatzikhoebillah.v7i2.628.

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ABSTRACT The concept of humanistic education is education that has principles to humanize humans such as education that explores, respects, serves, and helps students develop their potential with the aim of making students a generation that is intelligent, religious and has good character. Education has many obstacles and very complex problems. Various factors including the development of science and technology have led to changes in the behavior of adolescents, especially high school students, who commit crimes such as immoral crimes and so on. This moral degradation causes PAI teachers to try to educate students not to be carried away by the current of modernization which has a negative impact by instilling religious values. However, in reality, many people think that PAI is not important. A different phenomenon occurs in one high school in Lumajang City, namely SMAN 1 Lumajang. Where students really like PAI lessons because learning PAI at school is carried out with a humanistic approach. This journal discusses the implementation of the humanistic approach in Islamic Education lessons and also the constraints and reasons for using humanistic theory in Islamic Education learning. The research method used is qualitative research methods. Keywords: Approach, Humanistic, Pendidikan Agama Islam ABSTRAK Konsep pendidikan humanistik adalah pendidikan yang memiliki prinsip untuk memanusiakan manusia seperti pendidikan yang menggali, menghargai, melayani, dan membantu siswa mengembangkan potensi yang dimiliki dengan tujuan agar siswa menjadi generasi yang cerdas, religius dan berakhlakul karimah. Pendidikan banyak mengalami kendala dan permasalahan yang amat komplek. Berbagai faktor termasuk perkembangan IPTEK menyebabkan perubahan tingkah laku remaja khususnya siswa/siswi SMA banyak melakukan tindak kriminalitas seperti kejahatan asusila dan sebagainya. Degradasi moral inilah yang menyebabkan guru PAI berusaha untuk mendidik murid agar tidak terbawa dengan arus modernisasi yang membawa dampak negatif dengan menanamkan nilai-nilai keagamaan. Namun pada kenyataannya banyak yang menganggap pelajaran PAI itu tidak penting. Fenomena berbeda terjadi pada salah satu SMA di Lumajang yaitu SMA Negeri 1 Lumajang. Dimana para siswa sangat menyukai pelajaran PAI karena pembelajaran PAI disekolah tersebut dilakukan dengan pendekatan humanistik. Jurnal ini membahas mengenai implementasi pendekatan humanistik pada pelajaran PAI dan juga kendala serta alasan menggunakan teori humanistik dalam pembelajaran PAI. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Kata Kunci : Pendekatan, Humanistik, Pendidikan Agama Islam
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Abdullah, Muhammad Luthfi, Handayani Nila Praja, Diana Mahendra, and Busro Busro. "Religious Cultural-based Educational Model Through Mentoring to Form Islamic Humanistic Values." Istawa: Jurnal Pendidikan Islam 5, no. 1 (February 18, 2020): 1. http://dx.doi.org/10.24269/ijpi.v5i1.2234.

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The problem challenge in Education in Indonesia is actions that decrease human dignity. One of them is corruption that becomes a big agenda to be fought in this country. Besides, sexual abuse to children also needs to be taken care of. That is why efforts to return humanistic values are required to be alternatives in education. Consent and planned knowledge which tries to restore human dignity can be formed through culture. Mentoring program is one of the activities that can be used in developing religious culture. This research was aimed to: find out how humanistic and spiritual cultural-based education model is employed through mentoring, and find out how the education model influences humanistic values. This research employed a mixed method. The mixed-method design used is a sequel exploratory design. The research subjects are integrated internship students of Universitas 17 Agustus 1945 Cirebon. The results of this research showed that; there were three activities as results of mentoring that described humanistic and religious cultural-based education model, those are physical development, social service, and public work for the environment; those three activities gave positive influences towards the forming of humanistic values.Tantangan masalah dalam pendidikan di Indonesia adalah tindakan yang menurunkan martabat manusia. Salah satunya adalah korupsi yang menjadi agenda besar untuk diperangi di negeri ini. Selain itu, pelecehan seksual kepada anak-anak juga perlu diperhatikan. Oleh karena itu diperlukan upaya untuk mengembalikan nilai-nilai humanistik sebagai alternatif dalam pendidikan. Persetujuan dan pendidikan terencana yang mencoba mengembalikan martabat manusia dapat dibentuk melalui budaya. Program pendampingan adalah salah satu kegiatan yang dapat digunakan dalam mengembangkan budaya agama. Penelitian ini bertujuan untuk mendeskripsikan bagaimana model pendidikan berbasis budaya humanistik dan agama dilakukan melalui pendampingan, dan mendeskripsikan bagaimana model pendidikan mempengaruhi nilai-nilai humanistik. Penelitian ini menggunakan metode campuran. Desain metode campuran yang digunakan adalah desain eksplorasi sequal. Subjek penelitian adalah mahasiswa magang terintegrasi Universitas 17 Agustus 1945 Cirebon. Hasil penelitian ini menunjukkan bahwa ada tiga kegiatan sebagai hasil pendampingan yang menggambarkan model pendidikan berbasis budaya humanistik dan agama, yaitu pengembangan fisik, pelayanan sosial, dan pekerjaan bersama untuk lingkungan; ketiga kegiatan tersebut memberikan pengaruh positif terhadap pembentukan nilai-nilai humanistik.
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Yuliandri, Miki. "Pembelajaran Inovatif di Sekolah Berdasarkan Paradigma Teori Belajar Humanistik." Journal of Moral and Civic Education 1, no. 2 (December 31, 2017): 101–15. http://dx.doi.org/10.24036/8851412020171264.

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This research aims to describe the paradigm of humanistic learning theory in implementing innovative learning in elementary school. The method used in this research is library research which data comes from various sources, both from libraries and various websites that exist on the internet. The source are books, encyclopedias, dictionaries, journals, documents, magazines, and others. Techniques in collecting data that used in this study is documentation. Furthermore, the data analysis technique used in this research is content analysis. The results of this study attempt to illustrate that innovative learning is a learning designed by teachers in new way. The new design made to facilitate learners in building knowledge in the process of behavior change. In addition, the theory of humanistic learning is a theory that helps learners to enjoy learning on subject matter in developing the potential of students themselves to a better direction. Thus, humanistic learning theory can be used to implement innovative learning in primary schools. Humanistic learning theory emphasizes guidance education, develops and directs students basic potential in terms of cognitive, affective, and psychomotor. Keywords: learning theory, humanistic, innovative learning ABSTRAK Penelitian ini bertujuan untuk menggambarkan paradigma teori belajar humanistik dalam mengimplementasikan pembelajaran inovatif di sekolah dasar. Metode yang digunakan dalam penelitian ini yaitu metode library research yang data-datanya berasal dari berbagai sumber, baik dari perpustakaan maupun berbagai website yang ada di internet meliputi buku, ensiklopedi, kamus, jurnal, dokumen, majalah, dan lain-lain. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah dokumentasi. Selanjutnya, teknik analisis data yang digunakan dalam penelitian ini yaitu analisis isi. Hasil penelitian ini berusaha menggambarkan bahwa pembelajaran inovatif merupakan pembelajaran yang dirancang oleh guru yang sifatnya baru, untuk menfasilitasi peserta didik dalam membangun pengetahuannya pada proses perubahan perilaku. Di samping itu, teori belajar humanistik merupakan sebuah teori yang membantu peserta didik untuk senang belajar pada suatu objek atau materi pelajaran dalam mengembangkan potensi diri peserta didik ke arah yang lebih baik. Dengan demikian teori belajar humanistik dapat digunakan untuk mengimplementasikan pembelajaran inovatif di sekolah dasar. Teori belajar humanistik menekankan pada pendidikan membimbing, mengembangkan dan mengarahkan potensi dasar peserta didik baik dari segi kognitif, afektif, dan psikomotor. Kata kunci: teori belajar, humanistik, pembelajaran inovatif
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Dissertations / Theses on the topic "Humanistic"

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Amorós, Víctor. "Psychology and humanistic psychotherapy." Pontificia Universidad Católica del Perú, 1996. http://repositorio.pucp.edu.pe/index/handle/123456789/101795.

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The article is about the origins of rhe humanistic and psychological orientation, its principal characteristics like our capacity to choose and modify our vital situation, to be orienred to the action of the values that give us identity and permit us unroll an active ego that in spite of rhe conditionant influence elaborare a self evolution. Ir analyses the concept of self realization and the way that psychorerapy process takes place.
El artículo trata sobre los orígenes del enfoque humanístico psicológico, sus características principales por ejemplo nuestra capacidad de elegir y modificar nuestra situación vital, el estar orientados hacia la realización de valores que nos otorgan identidad y nos permiten desarrollar un yo activo que pese a los influjos condicionantes, elabora su propia evolución. Se analiza el concepto de autorrealización y la manera cómo se lleva a cabo el proceso psicoterapéutico.
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Kim, Suk Ho. "John Ruskin's humanistic economics." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/6664b81d-4052-451d-a3c9-383be395eb18.

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Brendel, Maria Lydia. "Rubens and the humanistic garden." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59957.

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During his eight-year Italian sojourn (1600-1608), Sir Peter Paul Rubens became familiar with villeggiatura, a form of villa life (unique to Italy) modeled on the antique garden. Rubens' experience was personal, for a close examination of a select number of his works demonstrates that he fully assimilated this humanistic tradition. He participated in the intellectual currents of his time, the source of ars hortulorum. In his pictures, Rubens took over forms found in gardens of antiquity, the Renaissance or the Baroque and, in certain instances, recreated the mood, function and sense found in these gardens and as described by literary works. Most important, Rubens' own life of villeggiatura is clearly made evident in several of these paintings.
His preference for the humanistic hortus over the garden traditions of other countries reveals Rubens' admiration, shared with other humanists for the ancients and their culture which provided personal models for poise and enlightenment.
The result of this study focuses on a new dimension to our understanding of Rubens' oeuvre, his involvement with villeggiatura and the ars hortulorum.
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Topham, Paul J. "Humanistic computing in the management learning field." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305945.

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Da, Ros Mirella <1967&gt. "Stephen D. Krashen and Humanistic Language Teaching." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12927.

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This dissertation presents Stephen D. Krashen’s Second Language Acquisition Theory and an overview of Humanistic Language Teaching starting from the Sixties. The first chapter outlines Humanistic Language Teaching and its development over the years. The second chapter describes the Methodologies applying the Humanistic Approach to Language Learning, in particular we will deal with: 1. J.J.Asher’s Total Physical Response; 2. C.A.Curran’s Community Language Learning; 3. C. Gattegno’s Silent Way; 4. Lozanov’s Suggestopedia. The third chapter describes Krashen’s Second Language Acquisition Theory and analyses the five hypotheses it is based on, namely: 1. The Acquisition-Learning Hypothesis; 2. The Monitor Hypothesis; 3. The Natural Order Hypothesis; 4. The Input Hypothesis (which is furtherly expanded on in The Reading Hypothesis and The Pleasure Hypothesis); 5. The Affective Filter Hypothesis. The fourth chapter presents a reasoned evaluation of Krashen’s Second Language Acquisition Theory in the light of the most prominent scientific literature spanning the latest forty years since the first formulation of the theory.
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Herrboldt, Amy A. Dolskaya-Ackerly Olga. "Humanistic influences on the career of Antoine Brumel." Diss., UMK access, 2006.

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Thesis (M.M.)--Conservatory of Music. University of Missouri--Kansas City, 2006.
"A thesis in music history and literature." Typescript. Advisor: Olga Dolskaya-Ackerly. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 74-81). Online version of the print edition.
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Leach, Nicole. "Humanistic School Culture and Social 21st Century Skills." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1333669153.

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Jiao, Yue. "Fuzzy adaptive networks and applications to humanistic systems /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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Murphy, Frederick. "Understanding the humanistic interaction with medical imaging technology." Thesis, Bangor University, 2003. https://research.bangor.ac.uk/portal/en/theses/understanding-the-humanistic-interaction-with-medical-imaging-technology(6d8cb645-beb0-41a7-a06d-1c5f248e055f).html.

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This study set out to discover the nature of the interactions that occur between the radiographer, patient and high technology imaging equipment. The investigation focussed upon two radiology departments where patients had just had either a CT or MR scan. No attempt was made to generalise the findings, since it was the existence of the phenomena, rather than the frequency of events elsewhere, that was under scrutiny. A thorough literature review revealed a distinct lack of previous research in this area, with only quantitative methodological approaches having been employed. This study was a purely inductive qualitative investigation, that sought to explore feelings, meanings and roles within the context of the imaging departments. A thematic content analysis of 49 semi-structured patient interviews revealed a varying degree of satisfaction, fear and misunderstanding. These data were complemented with 8 interviews of self-selecting radiographers, who had experienced a CT or MR scan, and 8 interviews of radiographers who predominately worked in these high technology areas. Following data analysis, specific typologies were derived from the concepts to formulate a model of the humanistic interaction with medical imaging technology. Discussion of the findings related to the technological and humanistic literature, and the alternative micro-sociological perspectives of Symbolic Interactionism and Critical Dramaturgy, gave a more creative explanation of the unique theory. The final section of the discussion considered the potential for future research and a reflexive analysis of the study. In conclusion, the model is considered to be a valid conceptual representation of the interactions within the context of the naturalistic setting. The theory developed provides enlightening insights with respect to roles and rituals performed in the radiology department.
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Chik, Mei-ling. "An evaluation of project assessment in environmental education : the case of environmental studies module in the liberal studies curriculum in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710249.

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Books on the topic "Humanistic"

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Varey, Richard, and Michael Pirson, eds. Humanistic Marketing. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137353290.

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Bardzell, Jeffrey, and Shaowen Bardzell. Humanistic HCI. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-031-02214-2.

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Paterson, Josephine G. Humanistic nursing. New York: National League for Nursing, 1988.

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T, Zderad Loretta, ed. Humanistic nursing. New York: National League for Nursing, 1988.

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Schneider, Kirk J., and Orah T. Krug. Existential–humanistic therapy. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12050-000.

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Schwarz, Daniel R. The Humanistic Heritage. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-08068-7.

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Schwarz, Daniel R. The Humanistic Heritage. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-10885-5.

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Fiero, Gloria K. The humanistic tradition. 6th ed. Boston: McGraw-Hill, 2009.

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Amann, Wolfgang, Agata Stachowicz-Stanusch, Shiv K. Tripathi, Shiban Khan, and Ernst von Kimakowitz, eds. Humanistic Crisis Management. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04252-2.

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L, Singh R., and Singh Rana P. B, eds. Literature & humanistic geography. Varanasi, India: National Geographical Society of India, 1990.

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Book chapters on the topic "Humanistic"

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Shi, Zhongying. "Humanistic World, Humanistic Knowledge, and Humanistic Education." In Transformation of Knowledge and Educational Reform, 205–49. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9271-1_8.

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Frick, Willard B., and Berne Jacobs. "Humanistic." In Handbook of Aggressive and Destructive Behavior in Psychiatric Patients, 81–92. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4615-2403-8_6.

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Bandini Buti, Luigi. "Humanistic Design." In Ask the Right Question, 49–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96346-4_4.

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Bland, Andrew M., and Eugene M. DeRobertis. "Humanistic Perspective." In Encyclopedia of Personality and Individual Differences, 2061–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1484.

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Aloni, Nimrod. "Humanistic Education." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_332-1.

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Aloni, Nimrod. "Humanistic Education." In Encyclopedia of Educational Philosophy and Theory, 1085–89. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_332.

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Diaz, Jeannette. "Humanistic Psychology." In Encyclopedia of Critical Psychology, 918–23. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_142.

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Horrocks, Roger. "Humanistic Psychology." In Foundations of Psychotherapy, 33–49. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80236-0_3.

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Pirson, Michael. "Humanistic Management." In Encyclopedia of Business and Professional Ethics, 1–4. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-23514-1_249-1.

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Aloni, Nimrod. "Humanistic Education." In Education and Humanism, 35–46. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-577-2_3.

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Conference papers on the topic "Humanistic"

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Longhini, Iara Maria Mora, and Jaime Pacheco da Silva Filho. "Rogers' humanistic theory." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-023.

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Human beings are constantly searching for explanations for questions that cause concern in their minds, since the beginning. Despite many answers produced that form the basis of knowledge disseminated in current civilization, new questions arise, in line with the development of humanity. The main method of building a human being is supported by education, through a progressive process of teaching and learning.
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Liu, Lili, and Xuehong Chang. "Building Humanistic Education and Management Mode Based on Humanistic Education Beliefs." In 2016 6th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/mcei-16.2016.168.

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Wang, Na, and Jinguo Wang. "Exploration of Humanistic Design of Hospital Architecture Humanistic Design of Hospital." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.134.

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Jaffari, Sayed Ibne Ali. "Historical Poetry For Humanistic Education." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.79.

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Leontieva, T. V. "HUMANISTIC SPACE OF MODERN EDUCATION." In АКТУАЛЬНІ ПРОБЛЕМИ РОЗВИТКУ УКРАЇНСЬКОГО ТА ЗАРУБІЖНОГО МИСТЕЦТВ: КУЛЬТУРОЛОГІЧНИЙ, МИСТЕЦТВОЗНАВЧИЙ, ПЕДАГОГІЧНИЙ АСПЕКТИ. Liha-Pres, 2023. http://dx.doi.org/10.36059/978-966-397-317-3-7.

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Zheng, Linan, Liang Zhang, and Jian Zhao. "Humanistic Thinking in Packaging Design." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.130.

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Yu, Xiaobo, and Weichao Zheng. "“Humanistic Care” of Contemporary Sculpture." In 2021 Conference on Art and Design: Inheritance and Innovation (ADII 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220205.014.

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Tu, Hanbing, and Weijun Hu. "Humanistic Concept of Fine Arts Education -- The Reflection of Humanistic Fine Arts Teaching in China." In 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.10.

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SMOLNIŢCHI, Dumitriţa. "Humanistic values in the chronicle of the Moldovan country." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v3.25-03-2022.p7-12.

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The concept of cultural movement designates an artistic reality of a huge complexity that is studied in several school disciplines: history, Romanian and universal literature, art education and music education. The study of ancient Romanian literature implies its inclusion in the humanist cultural movement. The contribution of Moldovan chroniclers to the development of our culture in the spirit of humanism consists in their contribution to capitalizing on the information on the ethnogenesis of Romanians, the unity of the people and the continuity of their existence on this territory, the Latin origin of the Romanian language; in the chronicles there is the first evidence of the evolution of the Romanian language and of the efforts to transform the language from a means of communication into a means of transmitting culture; at the same time there is the linearization of the historical event/fact. All this, Moldovan chroniclers did by focusing on humanistic values: love of nation and desire to educate the people.
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LI, Chuan-yin, and Rui DENG. "An Outline of Humanistic Information Science." In The 4th International Conference on the Foundations of Information Science. Basel, Switzerland: MDPI, 2010. http://dx.doi.org/10.3390/fis2010-00356.

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Reports on the topic "Humanistic"

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Gagieva, Zarina Aronovna, and Diana Olegovna Kusova. ON THE ISSUE OF HUMANISTIC PROBLEMS IN PEDAGOGY. DOI СODE, 2021. http://dx.doi.org/10.18411/doicode-2022.038.

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Bjornstad, Lori. English Renaissance Humanist Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2496.

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Šipka, Pero. Internacionalizacija i evaluacija kao izazovi srpske humanistike. Centre for Evaluation in Education and Sciece (CEON/CEES), May 2017. http://dx.doi.org/10.5937/cees-2017-02.

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Bilous, Oksana. FEATURES OF ADVERTISING IN WESTERN UKRAINIAN PRESS. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12173.

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In the article, advertising communication is explored in the context of socio-political, socio-economic, and cultural-legal processes in Eastern Galicia (1919–1939); The ideological and educational concept of advertising materials is outlined, and the features of shaping Ukrainian civic-state consciousness, national and universal moral-spiritual values, interethnic mutual respect, and tolerance under the influence of press advertising are characterized. In the four chapters of the monograph, a comprehensive study of the essence of Ukrainian press advertising communication in Eastern Galicia is conducted for the first time in the field of journalism science. Iryna Nironovych introduced documents and unpublished materials from eight Ukrainian and Polish archival funds into scientific circulation that are directly related to the development of advertising in Western Ukrainian press. The monograph characterizes the national dominant of press advertising discourse in the conditions of Ukrainian nation’s statelessness. After analyzing advertising in 23 newspapers and magazines, the author of the monograph revealed the specific features of creating information-rich, morally ethical advertising content based on Ukrainian ethnonational principles within the territory of the Polish state. The author also justified the necessity of advertising communication as a means of promoting social solidarity and shaping high moral and spiritual values, as well as humanistic worldview and national beliefs among advertisers and consumers. The monograph characterizes not only the content of information about products and services (verbal and non-verbal parameters) but also the mental traits that, in the conditions of the Polish state, contributed to the promotion of Ukrainian moral and spiritual values. Advertising serves a complex of functions that are essential for meeting the economic, social, cultural, and moral-spiritual needs of the human community. In the conditions of the Second Polish Republic, the situation of Ukrainians motivated advertisers to seek a special socio-psychological, educational, regulatory, and ideological approach to creating advertising. The article emphasizes that advertising announcements with elements of national-patriotic coloring encompassed two components – informational and ideological. Advertising for Ukrainian books on historical topics, magazines, and public organizations carried an enlightening and educational, as well as an emotionally informative character. Press advertising communication in the fields of industrial and agricultural production, trade, household services, and cultural and artistic life served as an emotionally rational factor in strengthening the information-psychological structure of the Ukrainian national community.
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Giraldo, Efrén. Visibilidad y desmemoria. Una crítica a los modelos de medición bibliográfica desde la cita humanista. Libro Abierto, February 2019. http://dx.doi.org/10.25012/blog.14.02.2019.

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Cruz Velandia, Israel, and Magda Páez Torres. Israel Cruz Velandia (1965 – 2022). El visionario de la fisioterapia. Universidad del Rosario, September 2022. http://dx.doi.org/10.12804/dvcn_10336.35993_num6.

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En las aulas de la Universidad del Rosario aún hacen eco las enseñanzas del profesor Cruz Velandia, quien partió tempranamente, pero dejó un robusto legado al campo de la fisioterapia, a la academia, pero sobre todo a sus estudiantes, a quienes les inculcó la perseverancia; los instó a cuestionarse sobre las realidades de los pacientes y, ante todo, les enseñó a pensar con el cuerpo, a ver su profesión desde un enfoque holístico, desde una visión humanista.
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Bassi, Marina, and Sergio Urzúa. Educación en Chile: El desafío está en la calidad. Inter-American Development Bank, June 2010. http://dx.doi.org/10.18235/0010287.

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Esta nota resume los mayores avances y desafíos del sistema educativo chileno. El mensaje principal es claro: Chile debe extender sus éxitos de cobertura al aseguramiento de una educación de calidad. La nota incluye un análisis de los logros y desafíos de cada nivel del sistema educativo por separado. El documento incluye, también, un análisis sobre las dos modalidades de educación media, científico-humanista y técnico-profesional. Por su relevancia, la nota concluye con una sección exclusivamente dedicada al tema docente. Los datos muestran que el sostenido aumento de los salarios reales de los docentes observado durante los últimos 20 años no ha resultado en mejores estudiantes a las carreras de pedagogía. Por último, se incluye un análisis sobre el sistema de evaluación docente y la evidencia sobre su efectividad.
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Nico, Bravo, and Lurdes Pratas Nico. Convite para a sessão de apresentação do livro “Janelas Curriculares de Educação Popular na Universidade de Évora: para um conhecimento académico mais humanista e solidário”. Universidade Popular Túlio Espanca da Universidade de Évora (UPTE/UÉ), 2016. http://dx.doi.org/10.5935/ref.20160136.

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La personalidad desde la psicología humanista-existencial. Universidad Cooperativa de Colombia, 2018. http://dx.doi.org/10.16925/greylit.2385.

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