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Relevant bibliographies by topics / Humanistic school culture

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Academic literature on the topic 'Humanistic school culture'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Humanistic school culture"

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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 (2020): 23. http://dx.doi.org/10.18686/ahe.v4i1.1852.

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<p align="justify">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

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Andjelkovic, Sladjana, Zorica Prnjat, and Zvezdan Arsic. "School as a factor of development of interculturalism." Glasnik Srpskog geografskog drustva 97, no. 1 (2017): 109–35. http://dx.doi.org/10.2298/gsgd1701109a.

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Contemporary society is characterized by pluralism of relations and interconnection of different cultures. Because of diverse national, cultural, religious and political values, misunderstandings and lack of dialogue often emerge between members of different cultures. This has severe consequences for all segments of society and its development. In order to overcome this situation the concept of intercultural education in schools is becoming popular again. It should present the starting point for changes in the quality of dialogue, understanding and respect between pupils of different cultures

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Petruk, Nataliia. "The Influence of Western European Humanistic Pedagogy on Forming Ukrainian School in 16Th-17th Centuries." Comparative Professional Pedagogy 7, no. 3 (2017): 21–25. http://dx.doi.org/10.1515/rpp-2017-0031.

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Abstract The article is dedicated to analysis of the content and the peculiarities of school education in Ukraine in view of disseminating the leading ideas of European humanistic pedagogy during the 16th-17th centuries. It has been noted that during the period of disseminating humanistic ideas the principles of Ukrainian education and Ukrainian school were forming in an active interaction with European culture and European education. Ukrainian school education is seen as a phenomenon that has accumulated the values of Western European humanistic culture, namely, respect for the individual, aw

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WINES, LISA A., JUDITH A. NELSON, and RICHARD E. WATTS. "African American School Counselors in Predominantly White-Culture School Districts: A Phenomenological Study From a Humanistic Perspective." Journal of Humanistic Counseling 54, no. 1 (2015): 59–80. http://dx.doi.org/10.1002/j.2161-1939.2015.00064.x.

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Grossi, Vittorino. "Para leer la espiritualidad de san Agustín. Elementos culturales." Augustinus 65, no. 1 (2020): 23–51. http://dx.doi.org/10.5840/augustinus202065256/25712.

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The article offers an outline of the context of the classical culture in which Christianity developed in the first three centuries, highlighting the humanistic culture of Seneca, the neo-Pythagorean school of the Sextii and the popular preaching of the Cynical Philosophers. On the other hand, the context of classical culture in Christianity of the 4th and 5th centuries is addressed, to highlight the problems that arose when trying to combine “culture” and Christianity. As an example of this problem, the case of Basil the Great and his Discourse to the young is offered. Subsequently, the articl

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Yang, Diguan. "Research on the Humanization of Teaching Management in Normal University." Journal of Innovation and Social Science Research 8, no. 8 (2021): 135–37. http://dx.doi.org/10.53469/jissr.2021.08(08).26.

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There are many problems in the humanized teaching management of normal universities. For example, students do not actively participate in the management and planning of their own university and career, teachers pay too much attention to traditional authority and have a sense of distance from students, the bureaucracy of the management department is serious, and management thinking is backward. The management process does not reflect the humanistic feelings, the teaching plans and teaching evaluation methods formulated by the school remain unchanged, the school’s teaching resources are unevenly

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Malla, Hamlan Andi Baso. "Pembelajaran Pendidikan Agama Islam Berbasis Multikultural Humanistik dalam Membentuk Budaya Toleransi Peserta Didik Di SMA Negeri Model Madani Palu, Sulawesi Tengah." INFERENSI 11, no. 1 (2017): 163. http://dx.doi.org/10.18326/infsl3.v11i1.163-186.

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This research aims to determine the development of humanistic multicultural education in learning Islamic religious education, and implementation of Islamic religious education in a culture of tolerance in SMA Negeri Model Madani Palu. This research uses qualitative method through purposive sampling technique approach. The result of this research showed that the development of humanistic multicultural values in the learning of Islamic education is carried out according to the objectives, materials, methods and evaluation of learning in the syllabus and RPP 3 (three) hours a week. Extracurricul

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Regiewicz, Adam. "The method of transit in humanistic education. Pop culture and the canon." Podstawy Edukacji 13 (2020): 13–25. http://dx.doi.org/10.16926/pe.2020.13.02.

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In Poland, a discourse on the relationship between the canon and pop culture has been going on for almost thirty years. It is dominated by the belief that these methods of cultural communication are completely divergent. The canon is understood as a bastion of tradition and values and as such is in contradiction with popular culture. This conflict has educational consequences. Creates a resonance in the relationships and teachers, who more and more often show greater knowledge of pop culture phenomena than the so-called cultural canon. The impasse that the school is currently ex-periencing req

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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 (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/HM

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Fausi, Ach Fikri. "IMPLEMENTING MULTICULTURAL VALUES OF STUDENTS THROUGH RELIGIOUS CULTURE IN ELEMENTARY SCHOOL ISLAMIC GLOBAL SCHOOL MALANG CITY." International Journal of Islamic Education, Research and Multiculturalism (IJIERM) 2, no. 1 (2020): 62–79. http://dx.doi.org/10.47006/ijierm.v2i1.32.

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Abstract: The internalization of multicultural values is carried out as an effort to introduce the diversity of Indonesian society. This means that the internalization of multicultural values wants to provide planting for students to respect and have good humanistic qualities among their peers. Internalization of values is a way to introduce diversity and differences to students without questioning the differences that each student has. From the results of observations at SD-Islamic Global School Malang City, educators has properly applied multicultural internalization to students throug

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Dissertations / Theses on the topic "Humanistic school culture"

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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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Atkin, Christopher. "The influence of regional culture on post-sixteen educational choices and directions from school in Lincolnshire : a qualitative study." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/10343/.

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This thesis investigates the influence of regional culture on young people's decision making when considering post-sixteen educational choices and directions from school. The data is provided by life story interviews with young people - aged eighteen to twenty years, 'born and bred' in Lincolnshire - who have followed four pathways from compulsory education. Within the context of Lincolnshire the influence of rurality is a major element of regional culture and figures in much of the discussion and analysis. The work of Pierre Bourdieu in defining culture through field and habitus is used as a

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Vercesi, Maria Elena de Abreu. "O Lyceu Franco-Brasileiro São Paulo." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/10786.

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Made available in DSpace on 2016-04-27T16:34:04Z (GMT). No. of bitstreams: 1 Maria Elena de Abreu Vercesi.pdf: 4640500 bytes, checksum: b501a6dfdd09f07100b391ebfa75d617 (MD5) Previous issue date: 2010-03-23<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This dissertation aims to observe the criation, institutionalization, and setting up processes of the Lyceu Franco-Brasileiro São Paulo, known as Liceu Pasteur, and its position within the private high-school field during the first three decades of the 20th century, when the interests in international relations and national

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White, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.

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White, Carol. "Sixth form general studies : some aspects of curriculum development in English schools foundation schools with particular reference to King George Vth School /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12318097.

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Books on the topic "Humanistic school culture"

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Snyders, Georges. La joie à l'école. Presses universitaires de France, 1986.

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Tourists in our own land: Cultural literacies and the college curriculum. U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Research, 1992.

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Jiang nan ming xiao de Zhongguo wen hua jiao yu: The educntion of Chinese culture in Jiangnan famous schools. Jiao yu ke xue chu ban she, 2008.

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Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching visi

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Van Raalte, Theodore G. Distinct Roles for Scholastic Method and Cultured Eloquence. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190882181.003.0003.

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This chapter provides a comprehensive overview of scholarship regarding humanism and scholastic method in the early-modern period, then focuses on developments in scholastic method in the Swiss cantons, particularly between c. 1530 and c. 1590. The place of Aristotle’s works and the role of disputations receive detailed treatment. From the classical period onward, writers had several ways of distinguishing the expansive and persuasive rhetorical style from the tightly argued method of the schools and academies. Chandieu promoted this distinction, with his own approach being but one example of

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Lambert, Garth. Dethroning Classics and Inventing English: Liberal Education and Culture in Nineteenth-Century Ontario (Our Schools Series). Lorimer, 1995.

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Enterline, Lynn. Schooling in the English Renaissance. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935338.013.76.

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Comparing humanist pedagogical theory with grammar school archives, this article assesses the impact of Latin training on literary production, subjectivity, and gender in the Tudor period. The combined effect of theatricals as well as school training in impersonation and the rhetorical discipline ofactioinstilled a crucial, embodied connection between the Latin past and the social performance of gender. Yet several literary texts by former schoolboys reveal that the identifications unleashed by school training were not always as normatively “masculine” as teachers expected or modern critics as

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Ivar, Selmer-Olsen, ed. Barns kultur i et humanistisk og estetisk perspektiv: Rapport fra en forskerkonferanse i Bergen, 8.-10. nov. 1991. Norsk senter for barneforskning, 1993.

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Boutcher, Warren. The School of Montaigne in Early Modern Europe. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739661.001.0001.

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This major two-volume study offers an interdisciplinary analysis of Montaigne’s Essais and their fortunes in early modern Europe and the modern Western university. Volume 1 focuses on contexts from within Montaigne’s own milieu, and on the ways in which his book made him a patron-author or instant classic in the eyes of his editor Marie de Gournay and his promoter Justus Lipsius. Volume 2 focuses on the reader-writers across Europe who used the Essais to make their own works, from corrected editions and translations in print, to life-writing and personal records in manuscript. The two volumes

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Book chapters on the topic "Humanistic school culture"

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Holmes, Robyn M. "Motivation." In Cultural Psychology. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.003.0014.

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Chapter 14 explores the ways culture shapes our thoughts and actions regarding motivation and achievement. It discusses motivation models including humanistic, learning, achievement, expectancy value, cognitive, and social cognitive approaches. It addresses the application of motivation models to everyday interactions and contexts, including school, the workplace, and job satisfaction. It also examines incentives and culture, factors impacting motivation in the classroom, extrinsic and intrinsic incentives, and motivation and stereotypical threat. Finally, it discusses the connection between achievement and culture, family values and educational outcomes, and presents indigenous, cross-cultural, and case studies on achievement. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.

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Klejn, Leo. "Gustaf Kossinna (1858–1931) (2001)." In Histories of Archaeology. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780199550074.003.0017.

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Kossinna was an outstanding German archaeologist who specialized in prehistoric archaeology and was the founder of the ‘residence or settlement school of archaeology’ (Siedlungsärchaologie). He was a contradictory figure. Although he taught many prominent archaeologists, he very rarely attended excavations. A man of extraordinary erudition, an incomparable connoisseur of a huge range of archaeological material, he was a militant amateur in the discipline. He is considered, with some justification, to be the precursor of Nazi archaeology. However, it was not his conception but rather that of his opponent Carl Schuchhardt that became the official archaeological line in Hitler’s Germany. Kossinna’s method of settlement archaeology was implemented in the Soviet Union after the Second World War. His rather dull hagiographical biography was written in Nazi Germany, but his person and activity are described vividly, sensibly, and critically in Eifurrung in die Vorgeschichte (Introduction to Prehistory) by H.-J. Eggers (1959), and some of the early episodes with Alfred Gotze and Schuchhardt are discussed in detail in that book. Gustaf Kossinna was born in 1858 in Tilsit, in what was formerly East Prussia. His father was a secondary school teacher; his mother descended from the gentry. A small and sickly child, Kossinna absorbed the humanistic and pedantic culture of German teachers, mastering Latin and literature, playing the piano, and working hard. This culture— impregnated with German nationalism, with national enthusiasm, and missionary hopes—was the direct result of the politics of the time, when Prussia was the leader of German unification. Kossinna consecutively attended the universities of Göttingen, Leipzig, Berlin, and Strasbourg. In Berlin he attended lectures in classical and German philology, history, and geography. Lectures by K. Müllenhof on German and Indo-European linguistics (the latter was called Indo-German then) especially fascinated him. The problem of the location of the original Indo-German homeland (Urheimat) was to preoccupy him for his entire life. In 1881 he defended his thesis in Strasbourg on the purely linguistic subject ‘Ancient Upper- Frankian Written Monuments’. He then became a librarian and from 1892 worked in the library of the University of Berlin.

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Berezivska, Larysa, and Barbara Kalinowska-Witek. "V.O. Sukhomlynsky’s Ideas About Reading as a Means for Development of a Child’s Spiritual Needs Culture." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch029.

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The article reveals the ideas of a prominent Ukrainian teacher, scientist, children’s writer, director of Pavlysh secondary school Vasyl Oleksandrovych Sukhomlynsky regarding reading as a means of forming a culture of a child’s spiritual needs (to read, to study, to work, to defend the Motherland, etc.). The system of interconnected components of the process of forming the culture of pupils’ spiritual needs (quality teaching of literature, extracurricular reading, literary and creative circles, etc.) developed by the teacher has been characterized. These ideas of a humanist teacher are promising for further study and creative use in school practice.

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Shandler, Jeffrey. "Education." In Yiddish. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190651961.003.0010.

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This chapter traces the dynamics of learning Yiddish and of its role as a language of instruction, beginning with its traditional role in the study of sacred texts in Hebrew and Aramaic. Formal instruction in Yiddish begins among Christian humanists in the seventeenth century, who wrote the first textbooks for learning the language. The establishment of secular Yiddish-language schools for Jewish children is largely a twentieth-century phenomenon. This development reflects major shifts in Jews’ social and political circumstances as well as their cultural and linguistic literacy. This period also witnessed the advent of academic research on Yiddish language, literature, and culture.

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Ash, Mitchell G. "Weimar Psychology." In Weimar Thought. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691135106.003.0003.

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This chapter describes the indeterminate place of professional psychology between the natural sciences and the humanities in the epoch, and the manner in which members of the discipline, especially the Gestalt theorists of the “Berlin School,” revealed a preoccupation with “holism” and the “immediately given” characteristic of other fields of thought in the contemporary moment of crisis. The discussion focuses on three topics: (1) definitions and institutional locations of Weimar-era psychology; (2) natural scientific and humanistic approaches to psychology in Weimar-era crisis talk; (3) trained intuition, psychological practice, and the cultural grounding of expertise. Unifying the discussions in parts two and three is the centrality of holistic thought—and the effort to establish alternative forms of scientific objectivity and expert practice compatible with holism.

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Nicholson, Catherine. "Load Every Rift." In Reading and Not Reading The Faerie Queene. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691198989.003.0004.

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This chapter evaluates book 2 of Edmund Spenser's The Faerie Queene: the Legend of Temperance. The trials of temperance—getting and spending, hunting and gathering, cultivating, preserving, hoarding, thieving, using, misusing, and laying waste—are the trials of a particular breed of reader: the avid reader. Insofar as it is an allegory, The Faerie Queene prohibits such vagrant uses, but in virtually every other respect, from its richly figurative language to its formal disposition into discrete stanzas and end-stopped lines of verse, it is an environment ripe for exploitation. The invitation Mammon extends to Guyon—to come and see, and to take what pleases him—is an invitation Spenser's poem makes to readers at every turn. And to one schooled in the humanist culture of extraction and imitation, the great obstacle to progress through it might lie not in confusion, boredom, or exhaustion, but in an excess of interest. Of course, the impulse to annotate, extract, copy, quote, or imitate is not necessarily at odds with the mandate to keep reading. On the contrary, such diversions can be a powerful mechanism for sustaining readerly engagement in the absence of more seemingly essential factors like narrative absorption or the desire for understanding.

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Hotson, Howard. "Summary, Conclusions, and Prospects." In The Reformation of Common Learning. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199553389.003.0012.

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The first part of this conclusion (section 12.i) surveys the development of the Ramist and post-Ramist tradition in Reformed central Europe before 1630 (narrated in Commonplace Learning), the scattering of that tradition during the Thirty Years War (1618–48), and its further development in relation to figures such as Descartes, Bacon, Comenius, and Leibniz (recounted in The Reformation of Common Learning). The second part (section 12.ii) reviews the argument of this pair of studies from a thematic perspective. Ramism is approached, not as a philosophical school, but as a pedagogical tradition, the most dynamic, innovative, disruptive, and influential to arise in the Protestant world between the Renaissance and the Enlightenment. Its trajectory, in both the Holy Roman Empire and the Dutch Republic, parallels the graphs of new educational foundations and the growth of their student bodies and catchment areas. Its motive power is student demand, fuelled by the social, political, and confessional circumstances of the era and channelled most effectively through relatively modest institutions responsive to student needs. This explains why this tradition of pedagogical innovation emerged in such fragmented landscapes, why Ramist methods and institutions served as channels thorough which mercantile and artisanal impulses percolated into the academic world, and how they could generate the power to overthrow seemingly superior cultural forces, such as the prestigious humanist educational ideals of the era and entrenched confessional commitments. The book closes with the prospect of complementing traditional top-down intellectual history with a bottom-up approach which can contextualize leading works and thinkers within whole landscapes of digitally analysable data.

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Conference papers on the topic "Humanistic school culture"

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Akhmedianova, A. H. "Cross-Cultural School Educational Environment As A Strategy To Form Well-Rounded Pupil's Personality." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.10.

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Radchuk, Halyna, Zoryana Adamska, Mariia Oliinyk, and Solomiia Chopyk. "Paradigms in Modern Higher Education Development." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.

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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the p

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