Dissertations / Theses: '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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Frey, Michele R. "Personality, Lifestyle, and Transformational Leadership from a Humanistic Perspective." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/cps_diss/8.

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This study examined the interrelatedness of personality attributes related to lifestyle constructs as defined by Adler (Ansbacher & Ansbacher, 1956), personality constructs for career success as defined by Hogan (1983), and transformational leadership style as defined by the Full Range of Leadership model (FRL) (Bass, 1990). Recent studies have suggested that certain personality attributes may be consistent with successful leadership ability (Bass, 1990; Hogan, Curphy, & Hogan, 1994). There is, however, a lack of research looking at personality attributes as determinants of leadership style (Lim & Ployhart, 2004). Adler (Ansbacher & Ansbacher), Hogan (1983), and Bass (1990) posited that all human movement is purposeful and that an individual moves through this world toward and with others and in a concerted effort to overcome adversity. It is hoped that by using models with common theoretical themes that at least one confounding variable will be eliminated and thereby move researchers closer to an understanding of leadership. This study consisted of 240 participants in varying levels of management. Participants were recruited from Masters in Business Administration (MBA) programs and Executive Masters in Business Administration (EMBA) programs as well as a Professional Masters in Business Administration (PMBA) program and a Global Masters in Business Administration program (GMBA) in several local universities and colleges located in and near a major metropolitan area of the southeastern region of the United States. Measurements include the Basic Adlerian Scales for Interpersonal Success – Adult Form (BASIS-A), the Hogan Personality Inventory (HPI), and the Multi-Leader Questionnaire-Short Form (MLQ-5X) as well as a demographic questionnaire. A discriminant analysis identified the Softness scale from the BASIS-A as a classifying discriminator between those participants who self-reported a transformational style of leadership and those who did not. Several stepwise multiple regression analyses resulted in findings suggesting that the Striving for Perfection and Wanting Recognition scales from the BASIS-A as well as the Ambition scale from the HPI were predictive of those who scored as exhibiting a transformational leadership style. The findings in this study suggest the importance of identifying personality traits and their dynamic interactions in relation to leadership style for future recruiting, hiring, selection, and training of organizational leaders as well as the development of educational programs with a focus on personality traits. The consistent and significant relationships between the BASIS-A scales and the Ambition scale of the HPI with the transformational leadership scales suggest that consideration of personality traits as an indicator and predictor of leadership style should continue to be stressed and explored.

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Jančiauskas, Rolandas. "Humanistic education of junior schoolchildren in physical education lessons." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20140117_144311-15818.

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In the face of the present-day challenges such issues as personal integrity, life harmony and meaningfulness are becoming a key concern, thus, educational efforts to humanize people's lives, to help raise and seek answers to the questions of life meaning and purpose are particularly important. Modern school is required to organize the educational process by creating human values-based relationship. After starting the school junior schoolchildren expand their cognitive opportunities, enrich their emotional world, and form their empathy and behavior. However, primary school pupils often experience difficulty in communicating, because the relationship between this age group children often lacks support, attentiveness and respect for each other. Schoolchildren’s emotions, their value orientation, physical, verbal and non-verbal forms of aggression are revealed in physical education lessons during play situations, and the moments of victory or defeat. Junior school age is the most important phase of developing humanistic values of an individual, because it is an intense period of child's personality development, their relationship with oneself and the world, the collection of new experience and information. Junior schoolchildren’s humanistic education in physical education lessons is a very important and relevant issue due to the conflicts during play situations and the lack of children’s support, attentiveness and respect for each other. Therefore, a scientific problem emerges:... [to full text]
Dabarties iššūkių akivaizdoje itin opi tampa asmens integralumo, jo gyvenimo darnos ir prasmingumo problema, todėl ypač svarbios darosi švietimo pastangos humanizuoti žmonių gyvenimą, padėti kelti ir ieškoti atsakymų į žmonių gyvenimo prasmės ir paskirties klausimus. Šiandieninei mokyklai keliamas reikalavimas organizuoti ugdymo procesą, kuriant bendražmogiškomis vertybėmis pagrįstus, humaniškus tarpusavio santykius. Jaunesniojo mokyklinio amžiaus vaikams pradėjus lankyti mokyklą, plečiasi pažintinės galimybės, turtėja jų emocinis pasaulis, formuojasi empatija ir elgesys. Tačiau pradinių klasių mokiniai neretai patiria bendravimo sunkumų, nes šio amžiaus vaikų tarpusavio santykiuose neretai pasigendama pagalbos, dėmesingumo ir pagarbos vienas kitam. Kūno kultūros pamokose žaidybinių situacijų metu, pergalės ar pralaimėjimo akimirkomis aktyviai reiškiasi mokinių emocijos, jų vertybinės orientacijos, fizinės, verbalinės ir neverbalinės vaikų agresyvumo formos bei rūšys. Dėl žaidybinių situacijų metu dažnai kylančių konfliktų ir vaikų pagalbos, dėmesingumo ir pagarbos vienas kitam stokos jaunesniojo mokyklinio amžiaus vaikų humaniškumo ugdymas kūno kultūros pamokose yra labai svarbus ir aktualus. Pats svarbiausias amžiaus tarpsnis ugdant humanistines asmens vertybes yra jaunesnysis mokyklinis amžius, nes tai yra intensyvaus vaiko asmenybės, jo savivaizdžio raidos periodas, tai jo santykis su savimi ir pasauliu bei naujos patirties ir informacijos kaupimas. Todėl būtina... [toliau žr. visą tekstą]

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Considine, John. "The humanistic antecedents of the first English character-books." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241337.

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Swain, John T. "Student participation in decision making : a humanistic critical ethnography." Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281115.

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McArthur, Katherine. "Effectiveness, process and outcomes in school-based humanistic counselling." Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=22734.

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School-Based Humanistic Counselling (SBHC) is prevalent in the UK and directed towards the broad construct of psychological distress. Evidence of its effectiveness is limited, and little is known about the processes of change involved. This study aims to test the effectiveness of SBHC and develop understanding of change processes which may lead to enhanced outcomes. Young people aged 13-16 were recruited to a pilot randomised controlled trial comparing SBHC to a waiting list control for one school term (approximately 12 weeks). Psychometric measures were taken at baseline, midpoint and endpoint; adapted Client Change Interviews were conducted at midpoint and endpoint. The primary outcome was psychological distress as measured by YP-CORE. Case material from one male 14 year old participant was systematically analysed by an inquiry group and independent adjudicator. Transcripts from Client Change Interviews with 14 participants allocated to SBHC were analysed using a grounded theory a pproach. Young people allocated to SBHC showed significantly greater reduction in psychological distress, the primary outcome, with an effect size (g) of 1.14 at 12-week endpoint assessment. A range of positive outcomes were reported, including benefits to education. Five potential change processes for young people in SBHC were identified: relief, increasing self worth, developing insight, enhancing coping strategies and improving relational skills. Two processes potentially impeding change were identified: difficulty talking, and time limit. Case material suggested that SBHC made a major contribution to positive change, in addition to changes in parents' behaviour. SBHC reduces psychological distress in young people. Positive change may occur through a complex social process involving the young person's significant relationships. A range of processes are helpful to clients, and not mutually exclusive. Recommendations for further research include further RCTs including economic analysis, a wider range of systematic case studies and more in-depth qualitative analysis of change processes.

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Jimenez, Borja Micaela. "Measuring client modes of engagement in humanistic experiential psychotherapy." Thesis, University of Strathclyde, 2018. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=30351.

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The role of clients' emotional engagement has progressively played a central role in psychotherapy. This project inserts itself in this debate by seeking to validate the Client Modes of Engagement (CME) theoretical model (Elliott 2006; 2013a). While Elliott's CME framework—a process-diagnostic map based on clients' experiential content—was grounded on decades of research and clinical practice, it had yet to be made amenable to empirical investigation. This project responds to this absence by offering the Client Modes of Engagement Observational Coding System (CME-OCS) and the Client Modes of Engagement Questionnaire (CMEQ-R2). These instruments measure the construct from both the perspective of external observers (CME-OCS) and therapists (CMEQ-R2). This dissertation explores the application and validation process for both the CME-OCS and the CMEQ-R2. The results confirmed that the CME-OCS is a reliable coding system for identifying CMEs during EFT psychotherapy. Additionally, the findings suggest that there are interactions between CMEs, phases of therapy, and outcome groups. Moreover, I established that there are differences in the ways outcome groups' transition between CMEs at particular stages of therapy. I applied both classical psychometric properties methods and Rasch modelling with the purpose of examining the CMEQ-R2's psychometrics, refining the instrument, and later applying it in a process outcome study. The results suggest that levels of CME early in therapy and changes in levels of CME over therapy-as measured by the CMEQ-R2-are significantly associated with client pre-post therapeutic improvement. I also found firm ground for arguing that therapists can distinguish between levels of CMEs and that their perspective can be systematically analysed. Together, both instruments pose important implications for research and clinical practice. Overall, this study validates the contention that researchers and therapists should be particularly attentive to clients' manner of engagement and focus of attention on specific levels of their emotion scheme.

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Liu, Ginling, and 劉金鴒. "The nature of humanistic Buddhism: ideal and practice as reflected in Xingyun's mode." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40203803.

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Huber, Renata. "Os arquétipos da relação sociedade/natureza na cidade de Santa Maria - RS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/128034.

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Esta pesquisa propõe um estudo da relação homem/meio, ou sociedade/natureza através da revelação dos arquétipos que influenciam tal relação. A tese buscou verificar se as interpretações que os sujeitos fazem do ambiente (relação homem e natureza) são, em sua base, arquetípicas. Tal tese se constrói baseada no conceito de inconsciente coletivo definido por Carl Gustav Jung. Assim, o trabalho objetivou sondar os arquétipos do inconsciente coletivo que formam as opiniões e interpretações da realidade externa, notadamente na interpretação do ambiente (relação homem/meio) dos moradores de Santa Maria, RS. Buscou-se trazer à superfície as imagens arquetípicas e suas respectivas mitologias que filtram as informações do mundo fenomenológico, do mundo vivido. Isso porque se acredita que, embora a maioria da civilização moderna tenha abandonado ritos e mitos ancestrais, estes continuam vivos no inconsciente humano, se processam e se projetam no ambiente. A pesquisa foi conduzida com aplicação de entrevistas semiestruturadas e o auxílio de fotografias (entrevista projetiva) da cidade de Santa Maria, RS. Os dezenove entrevistados são moradores da cidade de Santa Maria, RS, têm idade entre 21 e 69 anos, com escolaridade que variou entre ensino médio incompleto e pós-graduação e responderam à seguinte pergunta: como você vê a relação do homem com a natureza nestas imagens? Os entrevistados foram orientados a responder livremente, podendo fazer associações livres ou elaborar um discurso contextual. Também foram orientados a mencionar imagens ou mitos que conhecessem, caso fizessem alguma associação com as fotografias. A análise de conteúdo foi utilizada para categorizar os discursos em nove categorias e relacionar os arquétipos correspondentes. A pesquisa empírica resultou no levantamento de quatro arquétipos mitológicos cosmogônicos: Paraíso perdido, Gaia, Caos e Apocalipse; e outros três arquétipos mitológicos: hybris, o diabo e a morte. Ademais, treze arquétipos representados pelas lâminas do Tarô de Marselha auxiliaram na categorização e na inferência dos arquétipos nos discursos dos entrevistados.
This research proposes a study of the man / medium, or society / nature through the revelation of the archetypes that influence this relationship. The thesis sought to verify that the interpretations that subjects describe about the environment (man and nature relationship) are, at their base, archetypal. This thesis is built based on the collective unconscious as defined by Carl Gustav Jung. Thus, the study aimed to fathom the archetypes of the collective unconscious that form the opinions and interpretations of external reality, especially in the interpretation of the environment (man / medium) of the residents of Santa Maria, RS. We sought to bring to the surface the archetypal images and their mythologies that filter the phenomenological world's information, the lived world. This is because it is believed that, although most of modern civilization has left ancestral myths and rites, they remain alive in the human unconscious, are processed and protrude into the environment. The research was conducted with application of semi-structured interviews and the aid of photographs (projective interview) of the city of Santa Maria, RS. Were nineteen interviewees are residents of the city of Santa Maria, RS, have between 21 and 69 years with education ranging from incomplete secondary education and graduate and answered the question: how do you see the relationship of man with nature in these images? Respondents were asked to answer freely, make free associations or makes a contextual speech. They were also advised to mention images or myths they knew if they did some association with photographs. The content analysis was used to categorize the speeches in nine categories and list the corresponding archetypes. The empirical research resulted in four cosmogonic mythological archetypes: Paradise Lost, Gaia, Chaos and Revelation; and three mythological archetypes: hybris, the devil and the death. In addition, thirteen archetypes represented by the Tarot of Marseilles figures helped in the categorization and inference about the archetypes in the interviews.

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Shaik, Zuleika Bibi. "Anthropology and literature: Humanistic themes in the ethnographic fiction of Hilda Luper and Edith Turner." University of Western Cape, 2020. http://hdl.handle.net/11394/8176.

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Magister Artium - MA
This mini-thesis makes an argument for the significance of a female-dominated hidden tradition of experimental ethnographic writing in British social anthropology. It argues that the women anthropologists who experimented with creative forms of ethnography were doubly marginalised: first as women in an androcentric male canon in British social anthropology and American cultural anthropology, and second as creative writers whose work has been consistently undervalued in sombre scholarly circles. The study proposes that Hilda Beemer Kuper (1911-1995) and Edith Turner (1921-2016) should be regarded as significant in a still unexcavated literary tradition or subgenre with Anglo-American anthropology.

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Allen, Matthew S. "Beyond the happy schizotype opportunities for personal transformation in putatively pathogenic schizotypal experiences /." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1218141842.

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Sin, Wai-hung Paul. "The relationship between outcomes and learning approaches of sixth form students taking advanced supplementary level liberal studies in a Hong Kong school : a case study /." [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1471047X.

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Bond, Katherine Alice. "The utility of humanistic approaches in applied sport psychology practice." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509822.

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Tomlinson, J. B. "Humanism and ideology." Thesis, University of Bradford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371501.

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Cheatham, Harvey M. "Exploration of an esoteric psychology clinical practice with humanistic/transpersonal roots." Thesis, Saybrook Graduate School and Research Center, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566371.

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This dissertation used the exploratory single-case study method to address the research question of: How and to what extent has Uta Hoehne, a licensed psychologist, applied Alice Bailey's principles of esoteric psychology in a humanistic/transpersonalbased clinical practice?

Alice Bailey was an esotericist in the first half of the 20th century whose principles of esoteric thought resonate with many of the founding principles of humanistic/transpersonal psychology. Bailey wrote extensively about a type of psychology she called esoteric psychology (EP), which uses principles potentially applicable to clinical psychology. Uta Hoehne is a present-day licensed psychologist and skilled esotericist whose clinical practice has humanistic/transpersonal psychology roots.

She has applied EP techniques successfully in her clinical practice, originally as a supplement to conventional therapeutic techniques.

The research question was investigated using three data sources: 10 structured interviews with Hoehne; other Hoehne source data including published articles on her nonprofit Web site, approximately 200 unpublished documents, 60 hours of lecture recordings; and interviews with two of her senior students, also licensed psychologists.

The data involved general background information, the clinical use of esoteric psychology principles including what she called "higher psychic powers and energy," the esoteric perspective and protocol for multiple categories of DSM-IV-TR psychological disorders, and specific clinical tools with potential general application in humanistic/transpersonal psychology clinical practices. Also, the effectiveness of esoteric psychology techniques in others' clinical practices was addressed with two of Hoehne's students.

Content analysis yielded five principal categories that encompass esoteric psychology in general and Hoehne's specific clinical practices in particular. These categories concern esoteric psychology's perspective, orientation, understanding of disease, practices, and interface with humanistic/transpersonal psychology, and each contains further subthemes.

Hoehne's apparent success in therapeutic outcomes with application of Bailey's esoteric principles in a clinical practice with humanistic/transpersonal psychology roots demonstrates the appropriateness of further research into both the theory and practice of esoteric psychology and of consideration of a more general application in other humanistic/transpersonal psychology clinical practices. A clear resonance is revealed between these two approaches to psychology, and their areas of confluence and difference may work together to address the greater unfolding of human potential.

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Eden, Aimee R. "The Professionalization and Practice of Lactation Consulting: Medicalized Knowledge, Humanistic Care." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4477.

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Breastfeeding support for mothers and their babies historically was the informal work of family and community members. In the United States today, breastfeeding support is embedded in the biomedical system, and is provided by a new allied health professional: the International Board Certified Lactation Consultant (IBCLC). This dissertation explores this professionalization of breastfeeding support and the origins of this new profession. It studies how IBCLCs working in the U.S. cultural context perceive and practice the profession and examines the relationship between the profession of lactation consulting and the medicalization of breastfeeding. Oral history interviews with 17 founders of the profession, which was established in 1985, and a content analysis of the professional journal (the Journal of Human Lactation) from 1985 to 2010, allowed me to build the story of how and why breastfeeding support became professionalized and how experiential breastfeeding knowledge entered the domain of expert knowledge. While constrained by the biomedical system in which they created the profession, the founders exhibited a both agency and creativity in their production and reproduction of professional values and practices. Interviews with 30 currently certified IBCLCs and observations of the clinical practice of 3 IBCLCs provided insight into the daily practice of IBCLCs working in different settings--hospitals, WIC clinics, pediatric offices, and private practice. The data collected from these ethnographic methods demonstrated how the medical knowledge base of IBCLCs translates into clinical practice with patients, and allowed me to understand the relationship between the profession of lactation consulting and the medicalization of breastfeeding. While IBCLCs' draw on medicalized knowledge and evidence about breastfeeding and human lactation, their interactions with clients are best described as empathetic and humanistic, and are derived from nursing and mother-to-mother breastfeeding support models rather than from a technocratic, biomedical approach to care. While the appropriation of certain biomedical values and standards helped to legitimize the professionalization efforts of the founders, in practice, lactation consultants apply their medical knowledge and clinical experience in a way that reflects the compassionate, empowering care approach of mother-to-mother breastfeeding support and that thus resists the overt medicalization of breastfeeding.

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Polizzi, David, Michael Braswell, and Matthew Draper. "Transforming Corrections: Humanistic Approaches to Corrections and Offender Treatment, 2nd Edition." Digital Commons @ East Tennessee State University, 2014. http://amzn.com/1611632862.

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Foreword / Hans Toch -- Introduction / David Polizzi, Michael Braswell -- A phenomenological approach to criminology / Christopher M. Aanstoos -- Phenomenological and existential approaches to crime and corrections / Hayden Smith, Kenneth Adams -- Offender objectification : implications for social change / John S. Ryals, Jr. -- Theorizing criminalized subjectivities : narrating silenced identities / Dawn Moore -- Dialogue : a unique perspective for correctional counseling / Matthew R. Draper, Mark S. Green, Ginger Faulkner -- The good lives model : a strength-based approach to offender rehabilitation / Tony Ward and Clare-Ann Fortune -- Transforming corrections through psychological jurisprudence redux : towards a radical philosophical and cultural critique / Bruce A. Arrigo -- Mutual respect and effective prison management / Terry A. Kupers -- Civility in prisons : a radical proposal / Catherine A. Jenks, John Randolph Fuller -- Varieties of restorative justice : therapeutic interventions in context / Lana A. McDowell, John T. Whitehead -- Ambiguous loss, concrete hope : examining the prison experience for mothers from an ambiguous loss framework / Beth Easterling -- How the "positive" can influence criminal behavior : growing out of criminal spin by positive criminology approaches / Natti Ronel and Dana Segev -- Correctional treatment and the human spirit : the context of relationship / Michael Braswell, Kristin Wells -- Psycho-spiritual roots of adolescent violence : the importance of rites of passage / Drake Spaeth -- Transforming meaning : the nexus between the utilization of the Rogerian framework and the social construction of pedophilic sex offenders / Roger Schaefer -- Developing therapeutic trust with court-ordered clients / David Polizzi -- Epilogue : toward a more humanistic future in corrections / David Polizzi.
https://dc.etsu.edu/etsu_books/1073/thumbnail.jpg

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Hernández, Infante Rafael Carlos, and Miranda María Elena Infante. "La formación humanística y humanista en los estudiantes universitarios." Universidad Peruana de Ciencias Aplicadas (UPC), 2015. http://hdl.handle.net/10757/604931.

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University trains professionals who are able to face the challenges imposed on them, but this training should not focus only on the technical and scientific areas, it should include topics that are essential for the acquisition of a general culture. Higher education develops the processes of teaching, research and outreach, the latter one supported on cultural promotion, which influences the development of the students’ spirituality, as well as their personality. This article offers a proposal to favor the students’ humanistic training through the outreach process that takes place in the university educational project. In the preparation of this article, theoretical research methods have been employed, such as analysis and criticism of sources, and the hermeneutical method. Both methods foster interpretation and analysis of the study topic criteria, assessment and conclusions.
La universidad prepara profesionales capaces de enfrentar los retos que se les imponen, pero esta no debe centrarse solo en lo científico-técnico, debe abarcar aristas esenciales para la adquisición de una cultura general. En la educación superior se desarrollan los procesos de docencia, investigación y extensión, este último tiene como soporte la promoción cultural, lo que influye en el desarrollo de la espiritualidad de los estudiantes, de su personalidad. En el artículo se reflexiona sobre una propuesta para favorecer la formación humanística y humanista de los estudiantes mediante el proceso extensionista que se desarrolla en el proyecto educativo universitario, lo que constituye su objetivo. En su elaboración se han empleado métodos de investigación del nivel teórico: Análisis y crítica de fuentes y el método Hermenéutico. Ambos propician la interpretación y análisis de criterios sobre el tema objeto de estudio, las valoraciones al respecto y la elaboración de las conclusiones.

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Parness, Aaron J. (Aaron Joseph) 1981, and MIT Program in Writing &amp Humanistic Studies. "Stick shift." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/43165.

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Thesis (S.B. in Creative Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Program in Writing and Humanistic Studies, 2004.
Stick Shift is a novel that has undergone several rounds of significant revision. Scott, the book's main character, is a sarcastic American who travels to England to move in with an ex-girlfriend. He experiences all of the obstacles involved in moving to a new country, leaving his home, and settling down with a woman in a comic sequence told in seven chapters.The introduction to this piece outlines my history as a writer, primarily focusing on my development at MIT. The thesis project is discussed and followed from its initial seed all the way through to its current state.
by Aaron Parness.
S.B.in Creative Writing

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Zeka, Basak. "The Humanistic Meaning Of Urban Squares:the Case Of Cayyolu Urban Square Project." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612950/index.pdf.

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Urban public squares, within the context of public spaces, are essential components of cities because they provide spaces for social interaction. This helps sustain the humanization of the society through gathering, lingering and wandering through, and engaging together into various human activities and can make significant contributions to the cultural development of communities. In the last three decades, the concept of public space has been redefined within the context of urban space development leading to socio-spatial developments like social polarization and spatial fragmentation. Accordingly, new places like shopping malls, parking lots, heavy traffic roads have replaced traditional public spaces such as squares, plazas and neighborhood streets. These alternative public spaces, in many instances, are provided without taking into consideration the human aspects. The aim of this study is to extract humanistic design attributes that can be used in the production of a public square in the Ç
ayyolu District in Ankara. To do that, the study explores the meaning of urban square as a public space through inhabitants&rsquo
eyes. Furthermore, it examines the socio-spatial components (regarding the behavioral, psychological, physical, visual-aesthetic, geographical and managerial aspects) of urban square and critically reflects on the design of the Ç
ayyolu Urban Square Project (Ç
USP), with respect to human design principles through a comparative analysis of users&rsquo
and decision makers&rsquo
perceptions.

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Watts, Elsie Ina. "The freshman year experience, 1962-1990, an experiment in humanistic higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0018/NQ42988.pdf.

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Nemiroff, Greta Hofmann 1937. "From humanistic education to critical humanism : the dialectics of theory and praxis." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59423.

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This thesis articulates the philosophy of The New School of Dawson College, an alternative pre-university Arts programme in a community college in Montreal. The roots of The New School's philosophy are examined and critiqued in the works of: Dewey, the existentialists, popular educational critics of the 1960s, Maslow, Rogers, the humanistic and "Values" educators, Kozol, Freire, Aronowitz, Giroux and feminist educational theorists.
The thesis focuses, however, on the dialectical relationship between theory and praxis in the development of educational philosophy. It describes the process by which various elements to be found in the works of these educational philosophers are tested by and integrated into the pedagogy of the school, contributing to its educational philosophy of Critical Humanism.
This thesis combines philosophical analysis with concrete examples of a praxis which is informed by and, in turn, informs educational theory.

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Harun, Lily Mastura Hj. "Dimensions and types of Malay family interaction in Malaysia : a humanistic approach." Thesis, Keele University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261486.

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Fritz, Sharin, and Paul Sörgel. "Recentering Leadership around the Human Person : Introducing a Framework for Humanistic Leadership." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36613.

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Despite the advances of humanistic concepts in business research and practice, and the paradigmatic shift from economicism to humanism, existing leadership theory is insufficiently suited to provide solutions for a new humanistic economy as it adheres to an evidently non-humanistic logic. Therefore, this study first provides an overview of humanistic advances in business, as it aims at building a comprehensive leadership theory that is grounded in humanism. Our notion and definition of humanistic leadership is then contrasted against conventional leadership theo-ries to illustrate how they are concerned with the human person and how they oppose fundamen-tal humanistic leadership principles. Through abductively researching an in-depth case study of a firm with a humanistic organizational culture, we gather an understanding of how humanistic leadership works. By applying a summarizing qualitative content analysis, we identify the themes, dimensions and peculiarities of humanistic leadership. Finally, we provide a graphical model of humanistic leadership, which interconnects these themes and illustrates how humanistic leaders exercise self-leadership, how they approach and interact with employees, how they arrange the organizational environment, and that they are ultimately aiming for enabling employees’ self-leadership and fostering human evolvement. Hence, this study contributes to the research fields of humanism in business and leadership and offers vast possibilities for future research to further investigate how leaders can lead in a humanistic manner.

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Liu, Ginling. "The nature of humanistic Buddhism ideal and practice as reflected in Xingyun's mode /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/b40203803.

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Wu, Yi-Cheng. "The Humanistic Education Foundation in Taiwan : its development, its theory and its value." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019952/.

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Bullock, Nora B. "Examination of values instruction in education and the role of humanities in values education." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Morey, Matthew Wynne. "Healing through compassionate awareness| A comparison of american vipassana practice and existential-humanistic psychology." Thesis, California Institute of Integral Studies, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560925.

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This dissertation compares the integrated vipassana movement of North America and the school of psychology. The comparison examines both healing practices and ontological paradigms. The integrated vipassanā movement in the United States is defined by that element of vipassanā teachings that blends Theravāda Buddhist practices with American cultural mores as promoted and disseminated by Insight Meditation Society and Spirit Rock Meditation Center. Existential-humanistic psychology is here represented by the teachings of Rollo May, James Bugental, and Irvin Yalom. This inquiry seeks to apprehend the nature and efficacy of compassionate and caring present-moment attention in the context of two distinct ontological orientations. The analysis begins with each tradition's description of humanity's most fundamental flaw: dukkha and angst. The examination of these maladies of life is followed by a comparison of these traditions' respective portrayals of health and harmony: Buddhist liberation as compared with existential freedom. This study then examines and compares the way in which these traditions employ the blended healing practices of compassion and present-moment awareness. The findings include the observation that the Theravāda concept of no-self and the existential notion of the groundlessness of being provide for two distinct kinds of healing: one promotes a grace born of skillfully encouraging a depth of surrender of self, and the other speaks to creating an authentic world for oneself. This dissertation finds that the two traditions offer practices and orientations that may be used complementarily.

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Joh, Song-Guk. "Human integration as a fundamental anthropological problem in Neo-Humanistic education / Song-Guk Joh." Thesis, Potchefstroom University for Christian Higher Education, 1997. http://hdl.handle.net/10394/7813.

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Neo-Humanistic education (or "humanistic education" in Neo-Humanist terms) is an irrationalistic educational movement which developed in the USA during the 1960s and 1970s on the basis of Progressivism, Existentialism, Humanistic Psychology, Romantic criticism and some religious movements. Neo-Humanistic Education attempts to effect human integration as the most important goal in the context of education. This research focuses on human integration as a fundamental anthropological problem in Neo-Humanistic education, and aims at a description of the nature of efforts to effect human integration in Neo-Humanistic education; attempting to analyse the fundamental (principial) shortcomings of this approach. and comparing human integration in Neo-Humanistic education with human integration in Christian education on the basis of a Scriptural approach to human integration. In order to outline a general anthropology in Neo-Humanistic education, four thinkers who stimulated and influenced humanistic education were analysed: Holt, Goodman, Rogers and Maslow. Holt and Goodman are Romantic humanists, and Rogers and Maslow are humanistic psychologists. Their generaI anthropology is characterized as follows: (1) Man is a biological-psychological organism, which has a positive tendency toward growth and unlimited potential. Man is autonomous, free from any external norms. (2) The real self is the biological (-psychical) inner nature. It integrates all human functions and needs of the organism. (3) Man is intended to become an integrated or holistic unity. However, the biological (-psychical) aspects are prepotent. The a-Iogical aspects of man are absolute preconditions for all activities of man. Human aspects are often dichotomized into the logical and the a-Iogical. Another four educationists' theories and models were analysed to present the whole picture of human integration in the context of education. These are Combs' Affective Education, Weinstein's Self Science Education, Brown's Confluent Education and Valett's Humanistic Education. The educational efforts for human integration of the four theorists were characterized as follows: (1) Man is a highly developed biological-psychical organism, who has sufficient potential toward self-actualization. (2) The human self is identified with the affective aspects of man. The self (-concept or self-functions) and the affective aspects are not distinguished from each other. (3) Human structure is composed of two domains: the cognitive and the affective. The affective domain is the most important integrating principle in personality development and education, since it plays the leading and integrating part in being human. (4) Neo-Humanistic education is an educational attempt at human integration. Its efforts aim to incorporate emotional components into conventional learning and to develop affective curricula or programmes positively. Humanistic educational objectives can be achieved by affective educational procedures and techniques. As a result, Neo-Humanistic education is an affective form of education. In a Reformational anthropology, four principles of human integration are identified: (1) religion, (2) image of God, (3) heart (the self) and (4) a living soul. From the perspective of Reformational anthropological principles, efforts at human integration by Neo-Humanistic Education amount to the following: (1) The Evolutionistic presupposition of human origin completely excludes the true God as the Creator of man in discussions of human existence. (2) Neo-Humanism has an optimistic view of man as being a selfsufficient being. Man has a positive tendency toward self-actualization and sufficient potential for self-fulfilment. (3) Man is a biological-psychological organism that is always seeking for satisfaction of his inner needs. (4) Man should be free from all the negative social influences. (5) Man is an autonomous being. The absolute norms that he should follow are his inner laws and needs. (6) Self-actualization is the ultimate goal of the human organism. It is also an important integrating principle. (7) An individual is unique on account of his own genetic history and diverse experiences. Man is a higher animal with higher needs. (8) Man's relationship with God is characterized by anthropocentrism. (9) The social function of man is often seen as reluctant or negative. Neo-Humanism is basically individualistic or subjectivistic. (10) Man is a product of the world. The world is only a womb for man, in which he was born and lives every day. (11) The motivator, director or integrator of human life and activities is the biological-psychical nature of man. The self (heart) is hidden behind or identified with the biological-affective functions of man. (12) The self-concept as a conceptual Gestalt, is dealt with either positively or negatively. In a positive sense, the self-concept functions for the sake of human integration. However, the integrating principle is not the self (heart) but the self-concept which is the affective function of man. (13) Neo-Humanism always presupposes a dualistic interpretation of man: the cognitive (logical) and affective (a-Iogical) domains. (14) The biological or affective aspect of man motivates and leads human perception, learning, behaviour and lite. It makes human learning and activities meaningful and relevant. Neo-Humanistic educators seem to suggest the affective as the most important integrating principle in education. (15) All the other aspects of man are reduced to the biological or affective aspect. (16) The relationship between the cognitive and affective aspects is indestructibly symbiotic. However, the cognitive is not dealt with to any degree of significance, even in school education. (17) Almost every aspect of man is dealt with in terms of overestimation or reduction, and not by its own law nucleus as is done in Reformational anthropology. (18) Internal developmental and hierarchical relationships among all the aspects of man are recognized. However, the direction of prepotency in the hierarchy of the aspects was often reversed in comparison with a Reformational view of man. (19) Neo-Humanistic Education is composed of various kinds of affective approaches to education. It is often manifested not as a holistic form of education but as an affective form of education in which its starting point and destination are affect. Regarding human integration, Neo-Humanistic Education has achieved more success than classicaI humanistic education. The former makes an effort at overcoming defects of the logical aspect-centred classical humanistic education, and tries to integrate the logical with a-Iogical aspects of man. However, Neo-Humanistic education does not succeed in achieving the desired balanced integration on account of its dualistic concept of man. It also overemphasizes the a-Iogical aspects as a reaction to the previous overemphasis of the logical. Furthermore, from the perspective of the integrating principles of a Reformational anthropology, the concepts of and efforts at human integration of Neo-Humanism were evaluated as being a distorted and unbalanced disintegration or an inadequate integration of human personality and education. Therefore, the findings of this research lead to the conclusion that Neo-Humanistic education does not succeed in describing and achieving true human integration of the personality and education. This research project has revealed that achieving true human integration cannot be effected without the aid of a truly balanced anthropology. Neo-Humanistic education is a case in point. Despite its shortcomings, a Reformational view of man in education seems to be able to guarantee a more balanced view of human integration, if only because it avoids all immanent contradictions such as dualistic views of human modal functions and a dualism regarding the role of basic motives, but also because it recognizes a number of fundamental principles which determine the outcome of efforts at a holistic and integrated view of man.
Proefskrif (PhD (Filosofie van die Opvoedkunde))--PU vir CHO, 1997

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39

Bayne, Emma. "Fackförbunden och livslångt lärande : Kritisk analys av livslångt lärande ur ett fackligt perspektiv." Thesis, Umeå universitet, Pedagogiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-58046.

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Lifelong learning (LLL), a concept dating back to the 1920s, is much used both by the OECD, UNESCO and the EU. But while intergovernmental think-tanks and supranational organisations often use the term in a positive sense, many (not least scholars) are critical of the term. The critique either deals with the lack of a universal definition, that the implicit responsibility for LLL has shifted onto the individual, or that the meaning of the term has shifted from a humanistic one linked to the personal development and a better society to a neoliberal one that involves growth, competition, globalisation and human capital theory. This study is based on interviews with nine trade union representatives on their understandings of lifelong learning. The results showed that while LLL was positively viewed by most, there was virtually no communication vis-à-vis members on the topic, most trade unions have no policy regarding LLL, and responses from representatives were sometimes self-conflicting.

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WIlliams, Pearl Juanita Cherrol. "Leadership's influence on the holistic development of learners with barriers to learning." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008194.

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The implementation of an inclusive education system in South Africa after 1994 has challenged public schools to revisit their management structures; and, in the process, it has offered learners with barriers to learning the opportunity to become independent and employable members of society – especially in disadvantaged school communities, where learners are often limited in their development because of financial constraints. However, many education policies – based on humanity, equality, social justice and accessibility – are often neglected at some schools; and this causes many learners with barriers to learning to lose heart or drop out of mainstream schools. The main aim of this study was to investigate and describe school leadership‟s management strategies to implement intervention programmes to the benefit of learners in need, since schools are required to accommodate and support all learners in partnership with the wider school community. To understand how these amendments influence disadvantaged schools, an in-depth qualitative inquiry was conducted with 10-13 different leaders, selected through purposive sampling, at each of three disadvantaged primary schools in Port Elizabeth that are directly responsible for teaching learners with barriers to learning. During the data-collection, individual interviews, group interviews and an observation were used. The process of content analysis was implemented to analyse the data. This entails coding, categorising, comparison and conclusion of the information. Four main themes emerged, namely: barriers to learning experienced in these disadvantaged schools; insufficient infrastructure in these schools; dealing with the problem at present; and possible interventions and guidelines, which were closely associated with the four sub-questions of the study – and eventually answered the research questions.

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Rogers, Thomas John. "Design models for multimedia learning environments based on interactive drama." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/341.

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Interactive multimedia offers a degree of richness that lies outside the scope of conventional design methods for computer based learning. This research seeks to develop an interdisciplinary approach to design, that recognises the ways in which the combination and integration of different media forms can be exploited to stimulate experiential, intuitive, perceptual, and social/communicative aspects of learning. The goal of the project has been to develop a conceptual design model for the development of multimedia learning environments (MLEs), for humanistic learning applications, by using interactive drama. The models and methods developed though a practical design project have been founded upon theory from the realms of psychology, social sciences, learning and education, the arts and media, and software design. They address the cognitive and social aspects of learning, the use and interpretation of interactive media, the creation of learning environments, and the activities involved in design. As a vehicle to test the theoretical perspective, a design project has been undertaken, that has involved: 0 learning needs analysis and subject matter development; 9 development of a structural model for the MLE; 9 information structure, navigation and interface design; scripting, design and development of media materials for the development of interactive drama; formative evaluation. The subject area chosen for the design project is that of pregnancy and childbirth. The primary reasons for this choice was a desire to address the issues of design for informal learning experiences (that do not fit in the remit of institutional curricula) and an interest in finding ways to represent the social and interpersonal dimension to learning. Such learning processes have been described as 'humanistic learning' for the purposes of this research project. To help fulfil these goals, it was decided to work with playwright Simon Turley to develop a number of interactive drama scenes. Not only did this enable some of the more sensitive and personal issues of pregnancy to be addressed, but it also gave an opportunity to explore the world of drama, film and theatre as a means to create interactive learning experiences. The research has shown the benefits of interdisciplinary design practice, produced a framework of the theoretical issues that inform designers, and developed an approach to the design of MLEs for humanistic learning applications. These elements have been brought together to form the conceptual design model.

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Bullis, Kevin (Kevin James). "When machines touch back : simulating-- and stimulating-- the most intimate of senses." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/39438.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Humanities, Program in Writing and Humanistic Studies, 2005.
Includes bibliographical references (leaf 51).
Thomas Massie invented the Phantom, a computer peripheral for simulating the sense of touch, that became the de facto device for haptics research. The thesis recounts the story of Massie, his invention, and present and potential applications as varied as telesurgery and teledildonics. Along the way the thesis explores the science of touch and considers the implications of the fact that perhaps the most reassuring and intimate of senses can be simulated.
by Kevin Bullis.
S.M.

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Boyce, Jennifer E. (Jennifer Elaine). "Scroop, luster, and hand : the science and sensuality of silk." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/39437.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Humanities, Program in Writing and Humanistic Studies, 2005.
Includes bibliographical references (leaves 43-45).
For five thousand years, silk threads have woven through the fabric of human history. Since its accidental discovery in China all that time ago, silk has played roles, major or minor, in many cultures. In both the East and the West, it has cropped up in some rather unexpected places. Silk's molecular structure, unique among natural fibers, imparts equally unique physical and chemical properties. It is these properties that give silk the versatility and functionality of which such staying power is made. Its strength and resilience make silk valuable as a material, whether for body armor or contraceptive devices. Its low conductivity made it an excellent insulator for early electrical applications, and silk's hydrophilic nature make it comfortable to wear in hot weather. The list goes on. Silk's appeal goes far beyond the practical, however. As a luxury good, it wordlessly signals the high economic status of its wearer. But perhaps silk's most profound attractions are aesthetic. The rustling scroop, the rich luster, and the soft hand are all products of science, but they appeal to the senses as well as the mind. It is remarkable that one fiber can do so much.
(cont.) To fully grasp just how remarkable requires an appreciation of both the science and sensuality of silk. They are inseparably interwoven.
by Jennifer E. Boyce.
S.M.

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Hayward, Max. "Ethics as a Humanistic Inquiry." Thesis, 2017. https://doi.org/10.7916/D8VT24PF.

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This dissertation argues that ethics is fundamentally mind-dependent. Ethics is invented by humans, to solve the problems that mutually sympathetic agents find in living together. Ethical discovery is the discovery of solutions to the kinds of problems that humans find themselves to face. Views of this kind are familiar, but I attempt to re-orient the debate. Many philosophers see questions about the foundations of ethics as fundamentally theoretical, arguing for one view or another on metaphysical or linguistic grounds. I argue that the question of which metaethical view we adopt is a substantive, first-order moral question. And, contrary to many, I think that first-order considerations speak in favour of a variety of anti-realism. We should reject the search for non-natural, mind-independent, objective moral truths as morally objectionable: it denigrates interpersonal concern, making the significance of moral and practical life dependent upon abstractions remote from what we care about and ought to care about. By contrast, seeing norms of morality and practical rationality as collectively created by processes of interpersonal sympathy shows why they matter, and explains the goals and methods of moral inquiry.

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Tzeng, Ling Yi, and 曾齡儀. "The Modernity of Humanistic Buddhism." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/75669563408270240844.

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碩士
佛光大學
社會學系
95
Abstract The main objective of this research is sought to explore the Contemporary Taiwan Buddhism’s reaction, attitude and transformation or changes when facing the onslaught of modernity in Taiwan Society. This paper consists of six parts which uses the Literature Review Method and Participant Observation Method to analyze the phenomenon. According to Religious Secularization theory, religious influence should decline in modern society, however, Humanistic Buddhism in Post-war Taiwan showed immense development. The author believes this result is due to the special characteristic of Taiwan society and Taiwan Buddhism compare with the western society. Therefore, this research firstly point against and describe the modernization of society of Taiwan and the social structure of Buddhism in Taiwan. The author found that the social change was the most impact point to religious, and, religious could derive from the social bonding will be the main reason. The restrictions on religious in Taiwan were due to the implementating of martial law in the past, which consist a lot of restrictions development policy to religious. As a result, the state was leading the development of Buddhism during this period. And, even earlier, development of Buddhism in China was also restricted by the Confucianism, which aims to create a new social pattern for the country. Therefore, the religion position of Buddhism was treated as non-mainstream religion for long time, and, its social characteristic was hided all the time. These were the reason lead to Buddhism become difficult to be the important structure of society. Moreover, no matter Buddhism declined since Ming and Qing’s dynasty, or mainstream of vegetarian sect in early Taiwan, or even oppression of Japanese Shinto Buddhism to indigenous Taiwan Buddhism during Japanese Colonial Period, its seems like the Buddhist monastic or monastery facing the difficulty for development. This paper hope to present that, Humanistic Buddhism successfully develops in Taiwan society, due to the bonding of Buddhism with social. The ideology of Buddhism corresponding to modern society, and the organization of Buddhism become the important structure of the society. Compare with the traditional Buddhism which more emphasized on supramundane, or deviating of society’s practice method, or even economy and organization are relatively weak, the Humanistic Buddhism match up with the modernity characteristic in Taiwan was the point of succeed.

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Chang, Ching－Szu, and 張情思. "A COMPARATIVE STUDY OF CONFUCIANISM AND WESTERN HUMANISTIC PSYCHOLOGY A COMPARATIVE STUDY OF CONFUCIANISM AND WESTERN HUMANISTIC PSYCHOLOGY A COMPARATIVE STUDY OF CONFUCIANISM AND WESTERN HUMANISTIC PS." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/90952239442626987831.

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碩士
華梵大學
東方人文思想研究所
94
Nowadays, material civilization in the world after western Industrial Revolution, along with the fast progress of science and technology for every passing day, Chinese ethics thought must have an overall evolution. Through the influence of the capitalism, globalization, the day of consumption coming, make the person's daily life a great deal of material surround. This is forming an internal society that deprives a person from the state of nature further and thoroughly, namely, following the mechanical and boring life. Although the daily life function is more convenient and relaxing, however, it is easily making the person deviate from the life of the way of the nature. The person's mind is empty and superficial increasingly on the contrary. It results in the mind nowhere to place. The life meaning is loosed and enchanting. This research is, through the investigation of the ancient Confucianism ethics thought, considering both sides of the traditional and the modern ethics thought, taking the life theme as center, announcing to the public what the limited life can find out infinite possibility , inquiring into what the dissimilarity and similarity of the ancient Confucianism ethics thought with the western psychology . This study hope, through the analysis of the classic philosophy, understanding its time’s meaning, also building up a set of theories belong to the modern and do a guideline for the ideal and the realistic in the times of today, once again finding back the vitality of the ethics and morals.

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林建忠. "The Humanistic Exploration And Reflection Of Kinman." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/65716670387361332223.

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48

Tang, Wen-Shu, and 唐文書. "Ecstatic Freedom: On Peter Berger’s Humanistic Sociology." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/16918338620828385638.

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碩士
東吳大學
社會學系
97
Peter Berger considers that sociology is to debunk the world-taken-for-granted――this world is fictitious and precarious. The world-taken-for-granted is pretended by everyone in society, but in fact this world is constructed through fictitious and precarious roles. People in society usually live inauthentically with bad faith. To live inauthentically is to pretend that the world is ordered and is the okay world. In fact, there is no order but only disorderly realities in the world. Peter Berger thinks this condition is like a kind of comic discrepancy. Therefore, this is also the comic perspective on society. This perspective debunks that society is a fictitious carnival and ecstatically steps out the world-taken-for-granted. To ecstatically step out the world-taken-for-granted is to confront the disorderly world as such. And, to confront the disorderly world means to confront the human condition as such. This is what humanistic sociology means for Berger. In other words, this is not only a human comedy but also a human tragedy. We could confront this tragedy with the comic perspective.

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Zheng, Shi-dong, and 鄭世東. "The Maitreya Pureland and its Humanistic Buddhism." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/68480120960189095576.

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碩士
國立臺南大學
國語文學系
95
This study with a focus on discussing The Maitreya Pureland and its Humanistic Buddhism uses quotes directly from original texts and previous works which bring closer to the born humanity in Buddhism. In addition, this study with an emphasis in The Maitreya Pureland practice method and original texts content analyzes the humanity in The Maitreya Pureland. This study contains five chapters. The 1st chapter, “Introduction”, starts with contemporary accepted Humanistic Buddhism. Using Humanistic Buddhism advocator’s praise towards The Maitreya Pureland as a breakthrough point, this study embarks a detailed expression with further development. The 2nd chapter, “The Buddhism and its Maitreya Idea”, consults not only the origins and meanings of The Pureland, it also considers individual mainstreams of The Pureland from the Sui and Tang Dynasty. Furthermore, it generates subdivisions and portrays an intensive introduction of The Maitreya Pureland. The 3rd chapter, “The Maitreya Gate Features”, compares The Maitreya Gate advantages with original texts, Gui Ji Mater’s Sūtra, and contemporary associate documents. Later on, it probes into features of I-Hsing-Tao and The Maitreya Gate’s simplified practices. The 4th chapter, “The humanity in The Maitreya Pureland”, first introduces the original nature of humanity in Buddhism texts, and then it furthermore explains the humanity in The Maitreya Pureland that answers to beginning of this study. At last, it distributes an essential meaning to The Maitreya Gate at this time. The 5th chapter, “Conclusion”, compiles features of The Maitreya Gate, practice approach leans towards I-Hsing-Tao, which incurs a significant support to present ethics. Its timely-efficient Buddhism achievement and condensed Mahayana way of Bodhisattva tailors perfectly for modern people unaware of “bitterness”. The Maitreya Gate not only is full of humanity, it also is easy to practice and achieve. Other than that, its supposition of Seeking for The Pureland is different from The Heavenly Kingdom in general religions. People that long for heading to The Pureland will be exempted from The Three Evil Paths. Instead they will all be able to transform as Earth Store Bodhisattva and to receive pure dharma-eyes.

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50

Walter, Dale Dee. "A humanistic approach to photography and teaching." 1989. http://catalog.hathitrust.org/api/volumes/oclc/20162007.html.

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Thesis (M.A.)--University of Wisconsin--Madison, 1989.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 144-149).

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