Journal articles: 'Humanistic curriculum'

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Copes, Larry, and Beverly Stratton. "Augsburg's Humanistic Curriculum Project." Humanistic Mathematics Network Journal 1, no. 6 (May 1991): 42–44. http://dx.doi.org/10.5642/hmnj.199101.06.10.

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Giuliani, Meredith Elana, Maria Athina (Tina) Martimianakis, Janet Papadakos, Michaela Broadhurst, Erik Driessen, and Janneke Frambach. "Humanism in global oncology curricula: An emerging priority." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10505. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10505.

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10505 Background: Training in humanism provides the skills to achieve shared decision making with patients and their families, to navigate systems level challenges and to function positively within the healthcare team. However, there is potentially a lack of attention to humanistic competencies in global oncology curricula due to the dominance of the biomedical model in curriculum design, the challenge of assessing humanistic competencies and global cultural considerations. The aims of this study were to explore to what extent humanistic competencies are included in global oncology curricula and the nature of the humanistic competencies included. Methods: Sixteen global oncology curricula identified in a prior systematic review were analysed. The curricula were coded using the Gold Foundation’s I.E.C.A.R.E.S (Integrity, Excellence, Collaboration & compassion, Altruism, Respect & Resilience, Empathy and Service) humanistic competency framework and the CanMEDS framework. Descriptive statistics were used to describe the proportion of items attributed to each aspect of the framework. Results: 7733 curricular items were identified in the 16 curricula and 729 (9%) aligned with the I.E.C.A.R.E.S framework. The proportion of humanistic items in individual curricula ranged from 2% to 26%. The proportion of humanistic items has been increasing from the curricula published in 1980-1989 (3%) to the curricula published in 2010-2017 with a mean of 11% (4 to 25%). There was a higher proportion of humanistic competencies in curricula from the European region (9%) than in other regions. Of the humanistic items 35% were under respect, 31% under compassion, 24% under empathy, 5% were under integrity, 2% under excellence, 1% under altruism, and 1% under service. The majority of the humanistic items also aligned with the professional (35%), medical expert (31%) or communicator (26%) CanMEDS domains. Conclusions: The proportion of humanistic competencies has been increasing in global oncology curricula over time however the overall proportion remains low. Humanism is largely represented by competencies of respect, compassion and empathy and there exists a conflation between humanism and professionalism. Future global curricular efforts may benefit from attention to incorporating all aspects of humanistic competencies.

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Pratt, David. "Curriculum design as humanistic technology." Journal of Curriculum Studies 19, no. 2 (March 1987): 149–62. http://dx.doi.org/10.1080/0022027870190204.

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Monaziroh, Anika, and Choirudin Choirudin. "THE DEVELOPMENT DESIGN OF CURRICULUM 2013 FOR FIQIH LEARNING THROUGH A HUMANISTIC APPROACH." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 5, no. 1 (March 31, 2021): 140–53. http://dx.doi.org/10.33650/al-tanzim.v5i1.1675.

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This study aims to describe the design of the 2013 curriculum development and the humanistic approach through the 2013 curriculum (Core Competencies and Basic Competencies) in Islamic jurisprudence subjects at Madrasah Ibtidaiyah (MI). The authors consider that it can later be the best solution for learning Fiqh through a humanistic approach. This research method uses content analysis. Content analysis is a research that is an in-depth discussion of the content of information contained in a mass media (analysis of the content of the object is mainly mass media). This study indicates several curriculum designs in 2013, including scientific discipline curriculum design, community-oriented curriculum design, student-oriented curriculum design, technological curriculum design, and Fiqh curriculum material. A balance must be reached between the materials that describe the principles of humanistic education. In this study, the authors also provide a solution that the concept of Fiqh learning uses a humanistic approach.

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Maslamah, Maslamah. "Nilai-Nilai Karakter dalam Kurikulum Humanistik di FITK IAIN Surakarta." At-Tarbawi: Jurnal Kajian Kependidikan Islam 1, no. 2 (December 31, 2016): 157. http://dx.doi.org/10.22515/attarbawi.v1i2.530.

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This research was conducted to find the values of the character in curriculum based Humanistic. Humanistic curriculum is a model curriculum with emphasis on student-centered learning. By way of this curriculum, educationcan return to its original role and function, which is to increase human dignity and. The catagory ofthis research is leterary and took place in FITK (Faculty of Education), IAIN (State Islamic Institut). The data of research were handouts and reference books that used by lecturers of humanistic-based subjects. The results of this research are: 1) the majority of the subject materials based on humanistic in FITK contains muchcharacter values, such as: love peace, tolerance, empathy, solidarity, asceticism, sincere and so on; 3) in addition, character values are also internalized through a learning process; 3) The values of character that nothing comes from the teachings of Islam, philosophy and civilization of community.Keywords: Character Values, Humanistic Curriculum.

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Nuessel, Frank, and Arthur Van Stewart. "Minority Humanistic Perspectives on Aging Curriculum." Gerontology & Geriatrics Education 20, no. 3 (June 22, 2000): 3–23. http://dx.doi.org/10.1300/j021v20n03_02.

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Suprihatin, Suprihatin. "PENDEKATAN HUMANISTIK DALAM PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM." POTENSIA: Jurnal Kependidikan Islam 3, no. 1 (June 13, 2017): 82. http://dx.doi.org/10.24014/potensia.v3i1.3477.

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Curriculum is a tool to achieve educational goals as well as guidance in the implementation of teaching in all types and levels of education. The development (developers) have discovered several approaches in curriculum development that is intended approach with how the strategy and the correct method by following these steps systematic development in order to obtain a better curriculum. One approach developed by the developer is a humanistic approach. Humanistic curriculum developed by education experts humanistic. The curriculum is based on the concept of the flow of private education (personalized education). This stream is more giving to the students the main venue. They proceed from the assumption that a child or student is first and foremost in education. He is a subject that became the center of education. They believe that students have potential, have the ability and strength to thrive. Humanistic education is expected to restore the role and function of man is to restore man to his nature as the best of creatures (khairu ummah). The purpose of emphasizing the humanistic curriculum in terms of personal development, integration and autonomy of the individual. This objective can be seen as a means of asserting themselves.

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Lau, Grace. "The Promises and Challenges of Implementing Humanistic Pedagogy in the Curriculum of Hong Kong Kindergartens." International Journal of Educational Reform 18, no. 3 (July 2009): 250–67. http://dx.doi.org/10.1177/105678790901800305.

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This article reports on two case studies of teachers’ managing the challenges associated with gaining acceptance for child-centeredness curriculum practices in the Hong Kong Special Administrative Region. These teachers intended to respond to the newly published Guide to the Preprimary Curriculum (Education and Manpower Branch, 2006) by adopting a more humanistic pedagogical approach in their teaching and learning practices. The research revealed a gap between what the teachers expected as promises associated with the teaching practices and the actual challenges they faced while implementing the humanistic curriculum. Implications of these findings, both the challenges and the promises, are discussed to provide references for practitioners in the field, namely by explaining what worked for the teachers and what did not when readjusting their ideal school-based curriculums. The reactions of the practitioners to educational reform in England and Sweden are discussed as cross-reference to the findings of the research.

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Griffith, James L. "Neuroscience and Humanistic Psychiatry: a Residency Curriculum." Academic Psychiatry 38, no. 2 (March 14, 2014): 177–84. http://dx.doi.org/10.1007/s40596-014-0063-5.

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이인기. "Reshaping Humanistic Values in the English Curriculum." Journal of English Language and Literature 55, no. 5 (December 2009): 821–41. http://dx.doi.org/10.15794/jell.2009.55.5.003.

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Morgan, Harry. "Infusing humanistic activities into cognitively oriented curriculum." Day Care & Early Education 13, no. 2 (December 1985): 12–15. http://dx.doi.org/10.1007/bf01619982.

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Valenzuela, Andrés Palma, and Maria Helena Damião. "Da “Narrativa” Humanista à Educação Humanista - Uma análise do currículo escolar na contemporaneidade." Revista Educação e Emancipação 11, no. 2 (August 10, 2018): 11. http://dx.doi.org/10.18764/2358-4319.v11n2p11-33.

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Nas últimas duas décadas tem-se consolidado, à escala global, uma certa “narrativa” sobre o que deve ser a educação escolar materializada no currículo. Trata-se de uma “narrativa” que recebe contributos de entidades de diversa natureza e que, nas suas últimas versões, se afirma como de base humanista. Contudo, a análise dos documentos que a veiculam deixa perceber uma forte tendência no sentido de preparar “capital humano” destinado a um mercado de trabalho altamente competitivo. Dos aspectos que urge discutir, no sentido de reconduzir o currículo a essa base, destacam-se, neste trabalho, o fim ou fins últimos que essa educação deve perseguir (os quais solicitam a noção de perfectibilidade humana) e o conhecimento que tem por dever veicular (na medida em que constitui a herança de humanidade e pode contribuir para humanizar).Palavras chave: Narrativa Educativas. Educação Humanista. Currículo Escolar. From Humanistic “Narrative” to a Humanistic Education – An analysis of the school curriculum in the contemporaneityABSTRACTIn the past two decades, on a global scale, a certain “narrative” has been consolidated about what should be the school education materialized in the curriculum. It’s a “narrative” that receives contributions from diverse entities, and, in its more recent versions, affirms itself of a humanistic base. However, analysing the documents that bind it shows a clear tendency to prepare “human capital”, destined to a highly competitive labor market. Among the aspects that are to be discussed, in order to guide the curriculum to that base, this paper highlights the ultimate purpose that this education must pursue (which require the notion of human perfectibility) and that knowledge that it should bind (as it constitutes humanity’s heritage and it may contribute to humanising).Keywords: Narrative about Education. Humanistic Education. School Curriculum De la “Narrativa” Humanista a la Educación Humanísta – Un analisis del currículo escolar en la contemporaneidadRESUMENEn las últimas décadas se ha consolidado, a la escala global, una cierta “narrativa” sobre lo que debe ser la educación escolar materializada en el currículo. Se trata de una “narrativa” que recibe contribuciones de entidades de diversa naturaleza y que, en sus últimas versiones, se afirma como de base humanista. Pero, el análisis de los documentos que lo conducen permite percibir una fuerte tendencia en el sentido de preparar “capital humano” destinado a un mercado de trabajo altamente competitivo. De los aspectos que urge discutir, en el sentido de reconducir el currículo a esa base, se destacan, en este trabajo, el fin o fines últimos que esa educación debe perseguir (los que solicitan la noción de perfectibilidad humana) y el conocimiento que tiene por deber conducir (en la medida en que constituye la herencia de humanidad y puede contribuir para humanizar).Palabras clave: Narrativas Educativas. Educación Humanista. Currículo Escolar.

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Popova-Gonci, Viktoria, and Amy Ruth Tobol. "PLA-Based Curriculum: Humanistic Model of Higher Education." Journal of Continuing Higher Education 59, no. 3 (September 2011): 175–77. http://dx.doi.org/10.1080/07377363.2011.614894.

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Singh, Satendra, Upreet Dhaliwal, and Navjeevan Singh. "Developing Humanistic Competencies Within the Competency-Based Curriculum." Indian Pediatrics 57, no. 11 (September 5, 2020): 1060–66. http://dx.doi.org/10.1007/s13312-020-2036-y.

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Amgain, Kapil, and S. Budhathoki. "An innovative, integrated, and community based MBBS Curriculum: a humanistic and holistic approach for Karnali Academy of Health Sciences." Journal of Karnali Academy of Health Sciences 1, no. 3 (December 31, 2018): 52–60. http://dx.doi.org/10.3126/jkahs.v1i3.24157.

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Background: With the mission of providing easy and accessible health services/facilities for the people of backward areas by producing qualified and skillful health professionals, Karnali Academy of Health Sciences (KAHS) has been established in 2011, by an Act of parliament of Nepal. In the way of fulfilling its mission, PCL nursing program (2014), PCL in General Medicine (2015), Bachelor in Public Health (2018) and Bachelor in Midwifery Sciences (2018) programs have already started successfully; and next goal of our Academy is to start MDGP and MBBS in near future. In this context of its academic progress, KAHS is developing an ideal MBBS curriculum by introducing the recent innovation in the field of medical education. Method: This was the cross-sectional study conducting among 100 public, 50 medical students and 20 professors and faculties of TU, KU, PAHS and BPKIHS from June, 2018 to November, 2018. The data were collected with the help of three different set of semi-structured questionnaires. Moreover, we had gone through the MBBS curriculum of 10 Universities/Academy, and the data regarding the type of curricular strategies, credit hours and course contents of individual subject, academic calendar, schedule of community posting, and evaluation pattern were collect in the performa. The collected data were analyzed and presented in the tables. Result: Present study found that out of 100 participants, almost all of the participants felt the need of one medical college and a well facilitated hospital in Karnali Province, especially in Jumla, with the qualified, skillful, patient-friendly medical doctors as well as other health professionals. After interviewed with the professors and faculties of various universities, we found that the integrated, community based and student centered curriculum had better level of understanding than the discipline based, teacher-centered MBBS curriculum. Out of the four prevailing MBBS curricula (TU, KU, PAHS and BPKIHS) in Nepal, all curricula incorporated the horizontal integration approach in basic sciences with early pre-clinical exposure and community posting. In addition to this, integrated MBBS curriculum of PAHS was fully problem-based, and community based. Conclusion: Integrated, student-centered, community based, problem based as well as problem oriented innovative teaching-learning method outweigh the contemporary teacher-centered hospital-based learning in medical education. So, we would like to recommend the development of integrated MBBS curriculum based on the organ system for the proper implementation recent innovation of medical education.

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THOMAS, SYDNEY CARROLL, and PIERS BEIRNE. "Humane Education and Humanistic Philosophy: Toward a New Curriculum." Journal of Humanistic Counseling, Education and Development 41, no. 2 (September 2002): 190–99. http://dx.doi.org/10.1002/j.2164-490x.2002.tb00142.x.

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Suyarko, Vladyslav. "Humanistic mission of religious studies." Ukrainian Religious Studies, no. 8 (December 22, 1998): 3–9. http://dx.doi.org/10.32420/1998.8.169.

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Introduction to the curriculum of higher educational institutions of the normative course on religious studies and legalization of the same specialty in the Wakivsky registry is a notable phenomenon in the reconstruction of old social science, humanitarian and socio-political sciences, in the further humanization and humanization of education in independent Ukraine. Religious studies as a science and a discipline in both cases had a profound influence on the formation of high morality and spirituality of the individual on the basis of universal values and secular culture, and, consequently, to increase the ideological potential of social sciences

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Rider, Elizabeth A., Deborah D. Navedo, and William T. Branch, Jr. "Shifting Organizational Cultures: Developing Leaders in Humanistic Interprofessional Education." International Journal of Whole Person Care 7, no. 1 (January 15, 2020): 26. http://dx.doi.org/10.26443/ijwpc.v7i1.222.

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Organizational cultures significantly influence faculty and clinician well-being, trainees’ professional identity formation, and the care of patients and families. The ability of interprofessional healthcare teams to work collaboratively is important for safe, high quality, relationship-centered care. A multi-site project, Faculty Development for the Interprofessional Teaching of Humanism,* was initiated to create a national curriculum in humanism and professionalism designed to train interprofessional education (IPE) faculty leaders. Boston Children’s Hospital / Harvard Medical School (BCH/HMS) is the first pediatric site selected to design and implement this curriculum. Our objectives were to: 1) develop a national curriculum in humanism and professionalism for IPE faculty leaders; 2) adapt the curriculum for pediatrics; and 3) create and sustain a faculty fellowship for IPE leaders at BCH/HMS that promotes humanistic values in organizational culture and learning and care environments. We designed and implemented the curriculum at nine national sites. Topics focus on collaboration, communication, and relationships and include: highly functioning teams; advanced team formation; patients’ perspectives; empathy; well-being, resilience, renewal; diversity & inclusion; appreciative inquiry; values; IPE and others. To achieve sustainability at BCH/HMS, we created a unique Faculty Fellowship for Leaders in Humanistic Interprofessional Education. To increase impact, we recruited co-sponsors from departments across BCH. Fellows participate in 1½-hour, twice-monthly small-group sessions for 8 months and design and implement a group project. Twenty-one faculty applied. The first cohort included 11 faculty representing medicine, social work, nursing, and psychology. The Faculty Fellowship provides opportunities for IPE faculty leaders to enhance teaching skills, collaboration, relationships, reflective capacities, and role modeling in humanism and professionalism, and to work together to foster humanistic values within organizational culture. *Supported by a multi-institutional grant from the Josiah Macy, Jr. Foundation (Dr. Branch as national PI; Dr. Rider as site PI)

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Wear, Delese. "Cubism and the Medical School Curriculum." OMEGA - Journal of Death and Dying 22, no. 1 (February 1991): 35–41. http://dx.doi.org/10.2190/lnmh-cvfe-lngf-6yku.

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The rationales for including the medical humanities in the medical school curriculum are well accepted; in many schools the medical humanities are well established. Yet, pedagogical questions remain, and those who teach in such programs and others like them in health care settings find themselves ill-equipped to conceptualize curricular and instructional issues unique to humanistic inquiry in medical settings. This article identifies one such conceptual framework: using cubism as a metaphor to think about the medical humanities curriculum, in this case, imaginative literature portraying death and dying. The author uses Kafka's The Metamorphosis, Tolstoy's The Death of Ivan Ilych, and Olsen's Tell Me a Riddle to illustrate how literary inquiry might enable medical students and other health care providers to think about the lives of their dying patients from multiple perspectives.

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Huang, Jing. "Research and Practice on the Construction of Professional Humanities Training System from the Perspective of School-enterprise Integration." Advances in Higher Education 4, no. 1 (April 10, 2020): 23. http://dx.doi.org/10.18686/ahe.v4i1.1852.

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From the dimensions of the integration of campus culture and corporate culture, the curriculum system of professional humanities training, the system of professional humanistic education activities, the construction of professional humanities teachers, and the evaluation system of professional humanities, the professional humanistic training system under the school-enterprise integration perspective was explored. In order to better cultivate the socialist builders and successors with the comprehensive development of moral, intellectual, physical and aesthetic education, the vocational and humanistic training of higher vocational colleges is better.

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Ross, Saul. "Humanizing the Undergraduate Physical Education Curriculum." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 46–60. http://dx.doi.org/10.1123/jtpe.7.1.46.

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Institutions have an impact on the value systems of their inhabitants. A university, as an institution, exerts its influence on the undergraduates’ values, in large measure through the curriculum, which has as one of its functions teaching specific ways of looking at the world. Based on these insights, certain philosophical issues are raised regarding the impact the undergraduate curriculum is likely to have on our students with regard to their understanding and appreciation of persons. Once acquired, this understanding has considerable import for their professional practice. A survey of the undergraduate curricula in Canadian universities was conducted, and the results showed the sparse offerings in the humanities when compared to the biophysical and social sciences. The branch of learning that is most concerned with a humanistic orientation is the humanities and, at times, psychology and sociology. Recommendations are made to reorder the curriculum to provide better balance.

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MOHENO, PHILLIP B. B. "Classroom and Curriculum Management Issues for Humanistic and Confluent Teachers." Journal of Humanistic Education and Development 27, no. 3 (March 1989): 98–104. http://dx.doi.org/10.1002/j.2164-4683.1989.tb00165.x.

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Wang, Xiaoyan. "Exploration of the Reform and Innovation of College English Teaching under Humanistic Literacy Education." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 1017. http://dx.doi.org/10.17507/jltr.1106.21.

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Humanistic quality education forms a systematic ultimate thinking of human beings and a comprehensive and profound understanding of culture by digging out the contents related to humanity. It is to link life closely with the culture on which individuals depend for survival, and it serves the growth of individuals, the development of professional students and the expansion and deepening of the connotation of life. At present, in College English teaching, teachers’ awareness of humanistic education and humanistic quality are low in many aspects, such as teaching objectives, teaching contents, teaching organization and teaching evaluation. And students’ learning methods and strategies are also lack of the inhalation of humanistic quality. To carry out humanistic quality education, we should pay attention to the cultivation of teachers’ humanistic awareness and quality, and further enhance the ideological and depth of curriculum content. Meanwhile, we should also pay more attention to students’ self-cultivation from learning attitude, learning methods and learning strategies, with the purpose of guiding students to self discovery, self-understanding and self-monitoring in the learning process.

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Kaminskiene, Lina, and Maria Jose DeUrraza. "THE FLEXIBILITY OF CURRICULUM FOR PERSONALISED LEARNING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 266. http://dx.doi.org/10.17770/sie2020vol3.5009.

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The paper discusses two main approaches to personalised learning through humanistic and functionalist approaches and tries to identify the shared areas. The paper argues that these areas are related to the development of a flexible curriculum and are focused on learner's needs and potentials, learner's ownership of the learning process, recognition of learner’s pace and assessing personal progress. The paper is based on literature review, trying to systemise current theoretical and practical approaches to personalised learning.

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Craig, Cheryl J. "The humanistic teacher: First the child, then curriculum: A Book Review." Teaching and Teacher Education 26, no. 3 (April 2010): 742–43. http://dx.doi.org/10.1016/j.tate.2009.02.013.

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Pratiwi, Umi, and Nurhidayati Nurhidayati. "KORELASI IMPLEMENTASI MODEL POE BERBASIS INQUIRI-HUMANISTIK DENGAN HIGHER ORDER THINKING SKILL LEVEL I DECISION MAKING PADA PRAKTIKUM FISIKA DASAR." JURNAL EKSAKTA PENDIDIKAN (JEP) 1, no. 2 (December 8, 2017): 41. http://dx.doi.org/10.24036/jep.v1i2.57.

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Curriculum 2013 as a curriculum that emphasizes the three domains of learning strongly supports the ability to solve problems. One of the capabilities that must be prepared in this century is the ability of high-level thinking is an important ability as part of the process of problem solving. This study aims to determine the ability of high-level thinking at Level I decision-making stage before entering the stage of problem solving, that is how the correlation of the application of Inquiri-Humanistic POE model (variable x) to the thinking ability of high level I in the decision making stage (variable II). This study uses the application of inquiry-humanistic POE model as a solution in solving the problems faced by physics education students. The subjects of the study used one group of subjects without any comparison, namely the second semester students of physics education courses in the Physics Basic lab course. This research is a pre experimental study of pretest-posttest one-group design supported by qualitative-descriptive approach. The research data is conducted using observation and test of high-order thinking ability (pretest end posttest). The results showed that the application of inquire-humanistic POE model correlated 0.307% to the ability of high level thinking level I in the decision making stage. It is expected that the next level can be measured significantly with the implementation of inquiry-humanistic POE model

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Jonāne, Lolita. "The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education." Journal of Teacher Education for Sustainability 9, no. 1 (January 1, 2008): 45–57. http://dx.doi.org/10.2478/v10099-009-0018-1.

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The Didactical Aspects of Integrated Natural Science Content Model for Secondary School EducationThe main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.

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Fu, Ling Rong. "Study on College Professional Training Mode for Physical Education." Applied Mechanics and Materials 71-78 (July 2011): 4345–48. http://dx.doi.org/10.4028/www.scientific.net/amm.71-78.4345.

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The paper shows the status of college physical education personnel training in the view of the training objectives, curriculum, faculty and staff, and points out the problems of personnel training. It puts forward market-oriented humanistic quality as a college physical education personnel training.

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Awwaliyah, Robiatul. "PENDEKATAN PENGELOLAAN KURIKULUM DALAM MENCIPTAKAN SEKOLAH UNGGUL." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 24, no. 1 (June 3, 2019): 35–52. http://dx.doi.org/10.24090/insania.v24i1.2219.

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This paper describes the Curriculum Management Approach in Creating a Superior School. A superior school is an educational institution that is able to bring each of its students to achieve measurable abilities and be able to demonstrate their accomplishments. To arrive at this stage, there are several components that must be implemented by each school including curriculum management. The curriculum occupies a very strategic position in a school. The curriculum is a guideline in the learning process. However, formulating a curriculum is not an easy job, the use of a curriculum that is not appropriate in a school or madrasah is also a reason why the failure of a school reaches a superior level. There are several approaches that can be implemented as an effort in creating superior schools, namely the subject of academic approach, humanistic approach, social approach, and competency approach. Keywords: Superior schools, curriculum management, curriculum approach

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Wu, Yan. "Research on the Phenomenon of “Chinese Culture Aphasia” among the College Students in China—Based on a Survey Study of Heilongjiang Bayi Agricultural University." Journal of Language Teaching and Research 11, no. 2 (March 1, 2020): 301. http://dx.doi.org/10.17507/jltr.1102.20.

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In an era of globalization, our societies have become increasingly multicultural. And along with the deepening reform of college English teaching in China, cultural teaching plays a more important role in the cultivation of students’ humanistic qualities. A questionnaire and a cultural test paper were conducted to investigate the phenomenon of the “Chinese Culture Aphasia” of college English teaching in Heilongjiang Bayi Agricultural University. According to analyses of the research, English teachers of our university have tried to study its causes and explore the ways to integrate Chinese culture into English teaching to fully promote students’ humanistic qualities. In the process of teaching, the language skills teaching and the humanistic education will be united to cultivate students’ cultural critical thinking, to develop their international cultural horizons, to realize the curriculum ideology of the “whole-person education” in English teaching.

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Budiraharjo, Markus. "Nurturing High Expectations: Living a Well-Lived Curriculum on a Humanistic Perspective." Language and Language Teaching Journal 18, no. 01 (April 1, 2015): 39–50. http://dx.doi.org/10.24071/llt.2015.180105.

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Hadzigeorgiou, Yannis, and Manos Konsolas. "Global Problems and the Curriculum: Toward a Humanistic and Constructivist Science Education." Curriculum and Teaching 16, no. 2 (January 1, 2001): 39–49. http://dx.doi.org/10.7459/ct/16.2.04.

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Ojeda, Elvia. "El desafío cultural de los Estudios Generales universitarios: Vale más una cabeza bien hecha que una repleta." Cuaderno de Pedagogia Universitaria 7, no. 14 (July 18, 2014): 30–31. http://dx.doi.org/10.29197/cpu.v7i14.134.

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En este artículo se proponen respuestas a la pregunta: ¿Cómo se humaniza el desarrollo en Educación Superior desde el currículo? Una de las respuestas a esta pregunta está en la gestión curricular de los Estudios Generales. El mismo es objeto de interés en las universidades por el significado de su función: la formación cultural básica, humanística, científica y tecnológica, indispensable para construir cimientos sobre los que espiguen los procesos de educación profesional.AbstractThe present article proposes answers to the question: How can we humanize the development in Higher Education by means of the academic curriculum? One of the possible answers resides in the curriculum design of the General Studies. This happens to be one of the objects of interest in universities due to the significance of their missions: the basic cultural, humanistic, scientific and technological education indispensable to create basis over which the university can build the processes of professional education.

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Wu, Yan. "Research on the Teaching Model of Reading Literary Classics from the Cross-cultural Perspective." Theory and Practice in Language Studies 8, no. 9 (September 1, 2018): 1215. http://dx.doi.org/10.17507/tpls.0809.16.

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College language courses in China should focus on the combination of carrying forward the excellent Chinese traditional culture and learning from foreign cultural achievements to guide students to see some aspect of the world in a world-wide sight. This paper advocates setting the curriculum which combines the introduction of the Western literary canons and the Chinese literary classics together. The purpose of this teaching model is to enhance the college students’ humanistic qualities with the new teaching philosophy, new curriculum, teaching content, and teaching methods.

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Atiqoh, Layly, and Budiyono Saputro. "KURIKULUM PENDIDIKAN AGAMA ISLAM BERBASIS LINGKUNGAN SEBAGAI PENGUATAN PENDIDIKAN HUMANISTIK DI SEKOLAH ADIWIYATA." Edukasia : Jurnal Penelitian Pendidikan Islam 12, no. 2 (November 8, 2017): 285. http://dx.doi.org/10.21043/edukasia.v12i2.2492.

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ISLAMIC EDUCATION CURRICULUM BASED ON ENVIRONMENT AS A REINFORCEMENT FOR HUMANISTIC EDUCATION IN ADIWIYATA SCHOOL. The main objectives of this study are to describe planning, development, implementation, a success and special quality of Islamic education environment based curriculum on Adiwiyata school SMPN 6 & SMPN 7 Salatiga. The research method is qualitative research. This research was conducted at Adiwiyata school SMPN 6 & SMPN 7 Salatiga. The main subjects of this study are the headmaster, the school committee, the vice principal, areas of curriculum, Head of Adiwiyata, teachers, and students. The technique of collecting data is by observating, interviewing, and documenting. The results of this study are the school has been: (1) planning the Islamic education environment based curriculum by conducting mapping of basic competencies to be an indicator, (2) carried out the development of the Islamic education environment based curriculum is integrated to the material and the environment, (3) implemented the Islamic education environment based curriculum by creating an annual planning, communicating to other stakeholders and teachers design the implementation of learning and assessment, (4) the special quality of the students is that they care about the environment around as a strengthening of humanistic education.

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Park, Hyu-Yong. "Open Reflection on the Humanistic Curriculum Epistemology: With a Lens of Posthuman Criticism." Korea Association of Yeolin Education 28, no. 5 (November 30, 2020): 49–78. http://dx.doi.org/10.18230/tjye.2020.28.5.49.

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Kim, Yong-Hwan. "Humanistic Approaches to Teach Physical Fitness on The Value-based Physical Activity curriculum." Journal of Korean Society for the Study of Physical Education 20, no. 3 (November 30, 2015): 15. http://dx.doi.org/10.15831/jksspe.2015.20.3.15.

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Hosna, Rofiatul, and Ghunniyatul Karimah. "Nature School Curriculum Model." Tribakti: Jurnal Pemikiran Keislaman 31, no. 1 (January 13, 2020): 123–34. http://dx.doi.org/10.33367/tribakti.v31i1.980.

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Schools are a strategic tool for building the next generation of the nation, the main focus is character education. Strengthening moral education or character education in the current context is very relevant to overcoming the moral crisis that is happening in our country. Of course these goals can be effective if the child is not only stuffed with lessons like in ordinary schools, but also concrete objects are introduced. So that understanding is more complete. Therefore, the School of Nature is present amid the decline in the quality of education in Indonesia, which is a relic of the Netherlands and Japan. The purpose of this study was to determine the curriculum model, the curriculum development process and the factors that support and inhibit the curriculum development process at the Al-Izzah Nature School Sidoarjo. The method I use in this research is descriptive qualitative method. Data collection techniques used in this study are documentation, namely by gathering information from research in the field related to the topic and analyzing it. The results of the analysis concluded that the curriculum model used in the Al-Izzah Nature School Sidoarjo Elementary School was a Humanistic curriculum, with the curriculum development process being the Grass Roots model and the interpersonal relationship model. And the supporting factors in the curriculum development process are. And the factors which become obstacles in the curriculum development process are the facilities used in out bond or camping activities are not yet available.

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Teo, Tang Wee, Aik Ling Tan, Yann Shiou Ong, and Ban Heng Choy. "Centricities of STEM curriculum frameworks: Variations of the S-T-E-M Quartet." STEM Education 1, no. 3 (2021): 141. http://dx.doi.org/10.3934/steme.2021011.

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This commentary is an extension to the integrated S-T-E-M Quartet Instructional Framework that has been used to guide the design, implementation and evaluation of integrated STEM curriculum. In our discussion of the S-T-E-M Quartet, we have argued for the centrality of complex, persistent and extended problems to reflect the authenticity of real-world issues and hence, the need for integrated, as opposed to monodisciplinary, STEM education. Building upon this earlier work, we propose two additional variationsjsolution-centric and user-centric approachesjto the provision of integrated STEM curricular experiences to afford more opportunities that address the meta-knowledge and humanistic knowledge developments in 21st century learning. These variations to the S-T-E-M Quartet aims to expand the scope and utility of the framework in creating curriculum experiences for diverse profiles of learners, varied contextual conditions, and broad STEM education goals. Collectively, these three approachesjproblem-centric, solution-centric, and user-centricjcan afford more holistic outcomes of STEM education.

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Topolovčan, Tomislav, and Snježana Dubovicki. "The Heritage of the Cold War in Contemporary Curricula and Educational Reforms." Center for Educational Policy Studies Journal 9, no. 2 (June 20, 2019): 11. http://dx.doi.org/10.26529/cepsj.567.

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Using a theoretical-critical and historical approach, this paper analyses the implications of the Cold War in national curricula and educational reforms of the second half of the 20th century with emphasis on the 21st century. The context of the time after the Second World War and the beginning of the Cold War is shown, as well as the social and political changes that are significant for education and were prompted by the wars. The emergence of the international Organization for Economic Cooperation and Development (OECD) (whose focus is not educational but economic) and the role of behavioural psychology were also analysed, which explained their significance in later educational reforms. The role of the Cold War in reducing socio-humanistic teaching contents and the implementation of natural sciences and mathematics has also been explained. The synthesis of the analysed aspects suggests that the Cold War military and technological race resulted in the implementation of the STEM area, thus the measurability of learning outcomes, which influenced the psychologisation, standardisation, economisation, and globalisation of education. Most of the current (un)successful national educational and curricular reforms were initiated in that direction without respect for the social, cultural, and historical features of individual countries. These changes have left a mark in pedagogy, in which the humanistic approach appears to counteract other approaches. Some educational systems demonstrate a shift from such trends, from the technical-scientific curriculum towards the didactic tradition of Bildung and the philosophy of education. The reasons can be found in the above-average results on international standardised evaluations of those countries that have national curricula, in contrast to what is recommended by the globalisation and standardisation of education as some of the elements of the Cold War heritage.

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Fithriyah, Musa’adatul. "Pendekatan-Pendekatan Dalam Mengembangkan Kurikulum Pendidikan Dasar." At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 2 (March 4, 2020): 200. http://dx.doi.org/10.30736/atl.v1i2.87.

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The curriculum is designed to achieve a dynamic education. It should be developed especially in keeping up with any scientific and technological development. The basic education curriculum is aimed at developing and designing a new curriculum in addition to changing, improving, implementing and even taking control of the basic curriculum. In regard with the curriculum development, it should be implemented through some systematic approaches to produce a better curriculum in accordance with the objectives of national education. The approaches of developing basic education curriculum are carried out by implementing appropriate strategies and methods by taking into account the systematic development steps to produce a better curriculum, especially that is in line with the basic education level. The use of an approach or orientation generally determines the form and pattern used by the curriculum. The approaches that could be used in the development of basic education curriculum are, among others: 1) the subjectmatter approach, 2) the integrative approach, 3) the centralized approach, 4) the decentralized approach, 5) the social reconstruction approach, 6) the technological approach, 7) the humanistic approach. Based on the study of several approaches used in the development of the Basic Education curriculum, it is expected that teachers could develop curriculum and produce a better curriculum especially the Basic Education curriculum to achieve the expected educational goals.Keywords: Approach, curriculum development, basic education

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Richardson, Daniel R., Gary Winzelberg, Donald Lee Rosenstein, and Frances A. Collichio. "Development of an “Art of Oncology” curriculum to mitigate burnout and foster solidarity among hematology/oncology fellows." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10507. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10507.

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10507 Background: Oncologists and fellows in Hematology/Oncology (HO) training programs report high levels of burnout. The ACGME requires accredited programs to have a mechanism to foster “well-being” and “ethical behavior” among fellows. A loss of solidarity among oncology professionals may contribute to known causes of burnout, such as heavy workload and severity of patient illness, that may in turn negatively impact patient outcomes. Methods: Through a multidisciplinary process involving fellows and faculty from psychiatry, palliative care, and hematology/oncology, a 3-year longitudinal “Art of Oncology” (AOO) curriculum was created for HO fellows at our institution to foster solidarity and mitigate burnout. The curriculum principally involved monthly hour-long sessions intended to promote reflection on oncologists’ shared experiences and the humanistic aspects of caring for patients with cancer. Facilitated by topic experts utilizing personal and published narratives, sessions foster group discussion. Fellows are also invited to write a personal narrative reflecting on their role as an oncologist. Topics include death and dying, caring for patients after treatment failure, cultivating resilience, religion/spirituality, the moral responsibility of oncologists, and oncology as a calling. Cancer patients and spouses were invited to facilitate a session to emphasize the patient experience. Burnout and preparedness for covered topic areas were measured prior to curriculum initiation and will be re-assessed annually. Results: The curriculum began in 2018. Of current fellows, 94.7% (18/19) completed the initial survey. A greater proportion of HO fellows participated in the AOO sessions than non-AOO didactic lectures (mean attendance, 59.2% v. 42.7%, p = 0.037). At curriculum initiation, most fellows reported burnout a few times or more a month (all fellows = 75%, 1st year = 85.7%, 2nd year = 80%, and higher = 62.5%). Conclusions: The implementation of a dedicated curriculum to foster solidarity among HO fellows through narrative medicine and group discussion of the humanistic aspects of oncology is feasible. A substantial degree of burnout exists among HO fellows, even incoming fellows. Further research to assess whether this curriculum mitigates burnout is needed. Because burnout is already a problem for incoming fellows, further work should investigate interventions aimed at ameliorating burnout among both residents and fellows.

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Mubarok, Ade Ahmad, Siti Aminah, Sukamto Sukamto, Dadang Suherman, and Ujang Cepi Berlian. "Landasan Pengembangan Kurikulum Pendidikan di Indonesia." Jurnal Dirosah Islamiyah 3, no. 1 (March 23, 2021): 103–25. http://dx.doi.org/10.47467/jdi.v3i2.324.

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The purpose of this study is to have a broad understanding of the foundations for curriculum development; identify several curriculum foundations that become the basis for developing the curriculum by various related parties. The formulation of the curriculum either at the stage of ideas, plans, experiences or as a result of its development must refer to or use a strong and solid foundation, so that the curriculum can function and play a role in accordance with the demands of education in accordance with Law Number 20 of 2003 concerning the National Education System. There are four main foundations that form the basis of curriculum development, namely: philosophical landscape, psychological foundation, socio-cultural foundation, as well as scientific and technological foundations. Philosophical assumptions have implications for the formulation of educational goals, the development of educational content or materials, determining strategies, as well as on the role of students and the role of educators. The psychological foundation refers to cognitive, behavioristic, and humanistic learning theories. The socio-cultural foundation has implications for the educational program that will be developed. Meanwhile the scientific and technological foundations are the starting points in developing the curriculum so that it is adaptive to the changes and challenges of the times.

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Nalini, Annaswamy. "The Significance of the Hidden Curriculum in Medical Ethics." International Journal of User-Driven Healthcare 3, no. 4 (October 2013): 1–12. http://dx.doi.org/10.4018/ijudh.2013100101.

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The need to teach medical professionalism, especially medical ethics, has been emphasized by medical educators. The aim of medical ethics education is providing the basic knowledge regarding ethical analysis, enabling the students to develop the analytical skills for resolving the ethical dilemmas in clinical practice. But, a more important aspect is the assimilation of the core values of the profession by the students. The hidden curriculum, “the informal learning in which the students engage and which is unrelated to what is taught” (Harden, 2001, p.16) has a greater role in imparting education regarding the humanistic aspects of medical practice than the formal curriculum. Experiences of the medical students in the clinical setting should be considered significant for ethics education by the teachers. A review of the experiences of the students and the ethical dilemmas they face during the clinical clerkships is provided and their impact on the moral development of the students is analysed.

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Abdah, Muhamad Ghazali. "Ragam Pendekatan dalam Pengembangan Kurikulum Pendidikan Agama Islam (PAI)." FONDATIA 3, no. 1 (March 30, 2019): 27–41. http://dx.doi.org/10.36088/fondatia.v3i1.158.

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The curriculum is an inseparable part of an education system, because it is one component in determining the achievement of a goal. Likewise the Islamic religious education curriculum (PAI) also has a very central role in various educational processes in order to achieve the direction and purpose of Islamic education itself. Islamic education aims to develop all the potential that humans have based on the Shari'ah of Islam. However, the PAI curriculum in fact, still holds problems in life, for example the learning model is still dogmatic, repository and overlapping, and the religious concepts taught have no relevance in life in modern times today. Educators and all education staff are required to truly be able to understand the curriculum and be able to develop it. In developing an Islamic religious education curriculum (PAI) certain approaches are needed, so that the curriculum developed can lead students towards the desired changes. Educators can choose a number of approaches that are appropriate to their learning model and of course by paying attention to the characteristics of Islamic religious education itself. Among the approaches that can be used in curriculum development there are four, namely: academic, humanistic, technological and social reconstruction approaches. The developed curriculum can later be implemented by various PAI teachers in the teaching and learning process in schools.

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Kuperman, Albert S. "What's Ahead for Med Ed?" Einstein Journal of Biology and Medicine 21, no. 1 (March 2, 2016): 14. http://dx.doi.org/10.23861/ejbm200421445.

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In response to biomedical advances and changes in the practice environment, medical education is always in the process of change. This paper deals primarily with educational changes involving the integration of the disciplines of genomics, prevention and population health, global health and integrative medicine into the curriculum. External and internal forces that tend to impede development of professional and humanistic values are also discussed along with the call to action for developing strategies that mitigate these forces.

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Kuperman, Albert S. "What’s Ahead for Med Ed?" Einstein Journal of Biology and Medicine 21, no. 2 (March 2, 2016): 68. http://dx.doi.org/10.23861/ejbm20052187.

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In response to biomedical advances and changes in the practice environment, medical education is always in the process of change. This paper deals primarily with educational changes involving the integration of the disciplines of genomics, prevention and population health, global health and integrative medicine into the curriculum. External and internal forces that tend to impede development of professional and humanistic values are also discussed along with the call to action for developing strategies that mitigate these forces.

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Shih, Yi-Huang. "An Examination of the Functions of a General Education Art Curriculum in Universities." Policy Futures in Education 17, no. 3 (April 2019): 306–17. http://dx.doi.org/10.1177/1478210318811012.

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Both domestic and foreign universities offer arts courses as part of the general education curriculum. This alone reveals the value of arts courses in a university general education. Further, a general education art curriculum has certain functions within a university. In this article, I explore these functions. For this reason, the method of literature analysis is used by the author. First, this article explores the objective of general education in universities. Second, the necessity of arts courses for a general education curriculum in a university is discussed. Third and finally, this article examines the functions of a general education art curriculum in universities. According to the results, the functions are as follows: (1) cultivating the aesthetic subject consciousness of students; (2) cultivating the knowledge and humanity of students; (3) enhancing the aesthetic ability of students, and helping students understand local traditional arts; (4) promoting students' diverse abilities; (5) equipping students with the competence of artistic thinking, including knowledge integration and expression; and (6) cultivating broad worldviews and humanistic caring among students.

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Suchanek, Lucjan. "Rosjoznawstwo = kulturoznawstwo. Rosjoznawstwo na Uniwersytecie Jagiellońskim (1990–2017)." Intercultural Relations 2, no. 1(3) (May 30, 2018): 41–60. http://dx.doi.org/10.12797/rm.02.2018.03.03.

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RUSSIAN STUDIES = CULTURAL STUDIES. RUSSIAN STUDIES AT THE JAGIELLONIAN UNIVERSITY IN KRAKOW (1990–2017)The subject of the article is the history of the development of Russian cultural studies (RCS) in Krakow, initiated at the turn of the 20th and 21st centuries. The collective achievement created by scientists with mainly philological backgrounds over the years have been enriched and expanded by content from other scientific disciplines. This ultimately formed a multidisciplinary face of RCS. In the article, the most important figures and publications are mentioned that contributed to building a significant curriculum of Russian cultural studies in Krakow. The specificity of the curriculum, its multidimensionality and humanistic- social approach make it a rich reservoir of knowledge which helps one to understand culture in its Russian form.

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Kaewla, Wasana, and Viroj Wiwanitkit. "Postdoctoral degree in humanistic medical science: The first development from a public health curriculum unit." Annals of Tropical Medicine and Public Health 9, no. 4 (2016): 285. http://dx.doi.org/10.4103/1755-6783.184804.

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Journal articles on the topic 'Humanistic curriculum'

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