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Journal articles on the topic 'Humanization of the education'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Chepelenko, K. O. "Humanization Space Continuing Education." Philosophy. Psychology. Pedagogy 17, no. 1 (2017): 117–20. http://dx.doi.org/10.18500/1819-7671-2017-17-1-117-120.

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2

Nechaev, N., and V. Usov. "The Humanization of Education." Soviet Education 33, no. 6 (1991): 5–16. http://dx.doi.org/10.2753/res1060-939333065.

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3

I, T., and A. K. "The Humanization of Education." Russian Education & Society 37, no. 12 (1995): 28–33. http://dx.doi.org/10.2753/res1060-9393371228.

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4

Oliveira Reis, Carla, Viviana Bernardes, Luisa Ferreira, and Filipe Franco. "HUMANIZATION." Health and Society 3, no. 03 (2023): 22–45. http://dx.doi.org/10.51249/hs.v3i03.1401.

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Context: The teaching of Humanization in the context of Nursing education is fundamental to value the human, individual and ethical dimension of Nursing Care. Objective: To identify strategies in the teaching of Humanization of Nursing Care. Methodology: Scoping Review performed on the EBSCO Host), B-On, EBSCO Discovery Science and WEB OF SCIENCE databases. The descriptors used were: “Humanization Care”; Caring; Teaching; Nurs*. Papers available in full text, peer-reviewed published in the last 5 years were included. Results: Of the 19 selected articles, the importance of active methodologies

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Lidak, L. V. "ANTHROPOLOGY AND HUMANIZATION OF EDUCATION." Educational Dimension 9 (May 24, 2022): 35–38. http://dx.doi.org/10.31812/educdim.5297.

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6

Ericson, David P. "Humanization, democracy, and political education." Studies in Philosophy and Education 11, no. 1 (1991): 31–43. http://dx.doi.org/10.1007/bf00368402.

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7

Tkachenko, Evgenii. "The Humanization of Russian Education." Russian Education & Society 38, no. 10 (1996): 47–56. http://dx.doi.org/10.2753/res1060-9393381047.

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8

Batista, Karoline, Erika Pedreira, Verena Galvão, and Silvana Monteiro. "Humanization in academic education: perception of physiotherapy student." Revista Pesquisa em Fisioterapia 9, no. 2 (2019): 219–26. http://dx.doi.org/10.17267/2238-2704rpf.v9i2.2334.

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INTRODUCTION: Humanization stands out as an important ally in the healthcare process. Thus, seeking its effectiveness, it is fundamental that its proposals are inserted since the graduation process of the physiotherapist. OBJECTIVE: to know the perception of incoming and finishing students of the physiotherapy course on humanization in the training of the physiotherapist and to identify their insertion during the course of physical therapy. METHODOLOGICAL STRATEGY: a descriptive, comparative and qualitative approach. Fourteen physiotherapy students participated in the study, of which ten (9th

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Vdovin, Sergey A. "On the pedagogical conditions of the humanization of modern domestic education." Samara Journal of Science 12, no. 3 (2023): 242–45. http://dx.doi.org/10.55355/snv2023123303.

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The article is devoted to the problem of humanization of the educational process in the conditions of Russian society. The views of scientists on the humanization of education are revealed, the analysis of which makes it possible to determine the pedagogical conditions for the humanization of modern domestic education. The position on the leading role of the personality of the teacher in the implementation of the humanization of the educational process in a particular educational institution and on the importance of the image of a model humanist teacher in the professional training of future t

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Hasanova, Gulshan. "TƏHSİLİN HUMANİSTLƏŞDİRİLMƏSİNƏ ÜMUMİ DİDAKTİK YANAŞMALAR." Scientific Works 20, no. 3 (2024): 55–59. http://dx.doi.org/10.62706/bqiz.2024.v20i3.11.

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The article deals with general didactic approaches to the humanization of education. One of the modern trends in the development of education in our country is humanization. This implies a transition to a system of cooperation, updating the content, forms and methods of teaching, which should lead to the formation of qualitatively new personal traits of the subjects of educational activity. The new ideology of education is based on the principles of humanization. Humanization implies the humanization of educational relations, the recognition of the value of personality, the rights to freedom,

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Kozdraś, Grzegorz. "Humanization of Physical Education in Early School Education." Labor et Educatio 7 (2019): 245–58. http://dx.doi.org/10.4467/25439561le.19.015.11532.

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12

San Pedro, Timothy, and Valerie Kinloch. "Toward Projects in Humanization." American Educational Research Journal 54, no. 1_suppl (2017): 373S—394S. http://dx.doi.org/10.3102/0002831216671210.

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In this article, we argue that co-constructing knowledge, co-creating relationships, and exchanging stories are central to educational research. Relying on humanizing and Indigenous research methods to locate relational interactions in educational research allows us to engage in transformative praxis and storying, or Projects in Humanization (PiH). We contend that PiH focus on the creation and sustenance of relationships; the human capacity to listen to, story with, and care about each other; and the establishment of more inclusive, interconnected, and decolonizing methodologies that disrupt s

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Podberezny, V. V., and V. A. Panova. "HUMANIZATION AND HUMANITARIZATION OF CONTEMPORARY EDUCATION." Historical and social-educational ideas 10, no. 1 (2018): 146–51. http://dx.doi.org/10.17748/2075-9908-2018-10-1-146-151.

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Saihu, Made, and Nasaruddin Umar. "The Humanization of Early Children Education." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (2021): 173–85. http://dx.doi.org/10.35445/alishlah.v13i1.419.

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This study discusses the teaching-learning process seen from the humanistic education theory from Carl Ransom Rogers at Asmaul Husna Learning Park, South Jakarta. This paper focuses on the educational perspective's operation through fun learning techniques, integrated learning, and thematic learning. In this paper, the data sources are obtained through field observations and structured interviews from January to July 2019 using the case study method. Through the humanistic educational theory approach, this educational study is the importance of understanding the character and potential of earl

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Wahyu Ningsih, Paidatun Nisa, and Tri Septiyani. "Implikasi Pilar Humanisasi Pendidikan Profetik Dalam Pendidikan Karakter." Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya 2, no. 1 (2024): 277–86. http://dx.doi.org/10.61132/morfologi.v2i1.315.

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This article entitled The Implications of the Humanization Pillar of Prophetic Education in the Concept of Character Education is a qualitative research using a literature approach, specifically a study that analyzes data based on written materials. The literature used consists of published notes, books, magazines, newspapers, manuscripts, journals or articles. The results of this study indicate that the humanization pillar plays an important role in the concept of character education based on prophetic education. Therefore, character education based on prophetic education should be able to in

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Mietule, Iveta, Hanna Purii, Irina Maksymova, Andrii Shaikan, Serhii Hushko, and Volodymyr Kulishov. "DIGITAL HUMANIZATION OF EDUCATION IN THE LIGHT OF GEOPOLITICAL CHALLENGES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (July 3, 2023): 373–84. http://dx.doi.org/10.17770/sie2023vol1.7160.

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The article examines systemic conditions and important determinants of the humanization of higher education in the light of crucial geopolitical challenges. Complex analysis of the international background of educational humanization is provided on the basis of world rankings given by international network of universities for European countries. The research discloses the most highlighting tendencies towards modern knowledge and education system in the conditions of innovation progress, digital transformation and sustainable development. The analysis reveals logical coherence between humanizat

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Sanches, Tatiana. "Fostering humanization in academic libraries." Ibersid: revista de sistemas de información y documentación 18, no. 2 (2024): 65–73. https://doi.org/10.54886/ibersid.v18i2.4993.

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The role of libraries in contributing to the humanisation of higher education, through proximity services, is discussed; and a user satisfaction study carried out on the subject in the libraries of the Faculty of Psychology and the Institute of Education of the University of Lisbon (Portugal) is presented. A survey was applied to 100 users of a higher education library in Portugal, over 3 years (including the COVID-19 years). Having selected the parameters involved in the humanization of services, the results, measured on a Likert scale from 1 (dissatisfied) to 4 (very satisfied), reveal impro

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Gonzalez-Moreno, María, Carlos Monfort-Vinuesa, Antonio Piñas-Mesa, and Esther Rincon. "Digital Technologies to Provide Humanization in the Education of the Healthcare Workforce: A Systematic Review." Technologies 11, no. 4 (2023): 88. http://dx.doi.org/10.3390/technologies11040088.

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Objectives: The need to incentivize the humanization of healthcare providers coincides with the development of a more technological approach to medicine, which gives rise to depersonalization when treating patients. Currently, there is a culture of humanization that reflects the awareness of health professionals, patients, and policy makers, although it is unknown if there are university curricula incorporating specific skills in humanization, or what these may include. Therefore, the objectives of this study are as follows: (1) to identify what type of education in humanization is provided to

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Syladiy. "HUMANIZATION AND HUMANITARIANIZATION OF EDUCATION IN THE CONTEXT OF ITS DEMOCRATIZATION." Scientific bulletin of KRHPA, no. 13 (January 17, 2020): 93–102. http://dx.doi.org/10.37835/2410-2075-2020-13-7.

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The idea of humanization and humanitarianization of education has long roots. But its actual implementation was possible only in the context of democratization of social processes. After all, true humanization involves not only the pursuit of humanity, but also the introduction of humanistic principles in social relations. However, the development of the humanistic tradition in education in the context of its democratization today is mainly associated with overcoming technocracy as a way of thinking and acting. Therefore, in educational institutions of Ukraine special attention is paid to the

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20

Vdovin, Sergey Alexandrovich. "Principles of humanization of the educational process in the university." Samara Journal of Science 14, no. 1 (2025): 110–15. https://doi.org/10.55355/snv2025141301.

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The article considers the humanization of higher education as a social and moral phenomenon aimed at overcoming technocratic thinking and adaptation to modern social requirements. Two approaches to the interpretation of the humanization of education are analyzed: the social and moral approach, focusing on the value of the individual and creating conditions for his/her self-realization, and the humanitarian approach, linking humanization with strengthening the humanitarian component of education. The author's position on these approaches is substantiated, according to which the social and moral

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Yevsovych, Roman. "Research of humanization transformations of the higher education system of Ukraine at the end of the 20th - early 21st centuries (1985-2012)." Journal of Education, Health and Sport 11, no. 2 (2021): 290–307. http://dx.doi.org/10.12775/jehs.2021.11.02.028.

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The article analyzes the theoretical and practical foundations of humanization and humanization of domestic higher education in the late twentieth - early twenty-first century. Based on a comprehensive historical and pedagogical analysis, the research identifies and characterizes the essence of humanization transformations of higher education in Ukraine. The research hypothesis is based on the thesis that special value-oriented pedagogical conditions in the process of professional training are a prerequisite for the acquisition of values and sense experience of future specialists in foreign ph

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22

Azuakor, Paul Okwuchukwu. "The role of religion (Islam and Christianity) and education for humanization: Nigeria in perspective." Integrity Journal of Arts and Humanities 4, no. 1 (2023): 7–15. http://dx.doi.org/10.31248/ijah2022.065.

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This paper discusses the role of religion (Islam and Christianity) and education for humanization: Nigeria in perspective. It also includes the dimensions of humanization, education in the project of humanization, religion in the humanization process, and the roles of education and religion in the humanization of Nigeria. The burden of this paper is to show how religion is crucial in this process of socialization with special emphasis on the socialization or education that must produce humane persons who have been humanized. The paper has decided to localize the task to Nigeria for the purpose

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23

Tuleikytė, Julija. "Ecopedagogy – Dehumanisation or Humanisation: P. Freire and Z. Bauman." Acta Paedagogica Vilnensia 49 (December 30, 2022): 147–58. http://dx.doi.org/10.15388/actpaed.2022.49.10.

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This paper analyzes whether Paulo Freire’s critical pedagogy, which Freire defines as humanization, can be ecopedagogy, and if ecopedagogy is humanization. The text addresses the question of the actuality of Freire’s critical pedagogy and inquires whether it responds to such contemporary questions as the relation between the human being and the planet, or whether it, in a modern manner, prioritizes free human agency before the environment. As an instrument, a comparison is used of Paulo Freire’s and Zygmunt Bauman’s conceptions of phenomena encompassed by dehumanization and humanization. After

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24

Rudchyk, Olha. "TRANSFORMATIONAL PROCESSES IN HIGHER EDUCATION IN UKRAINE (90-S OF THE XX century)." Academic Notes Series Pedagogical Science 1, no. 190 (2020): 196–99. http://dx.doi.org/10.36550/2415-7988-2020-1-190-196-199.

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In the article the author reveals the dominant trends in the development of the higher education system in Ukraine during the 90s of the XX century: deideologization and demilitarization in the conditions of partial deindustrialization of the country, transition from elite to mass higher education, humanization of the educational process and humanization of the professional training structure, the emergence of the private sector and diversification of funding sources. In the article the author reveals the dominant trends in the development of the higher education system in Ukraine during the 9

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25

Barantsova, Irina, and Maxim Rutkovskyi. "Humanization of the pedagogical system as an innovative process." International Science Journal of Education & Linguistics 1, no. 1 (2022): 1–7. http://dx.doi.org/10.46299/j.isjel.20220101.1.

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The article deals with the ideas of humanization of education process in general and at school. The concepts of “humanization” and “democratization of education” in domestic education are described. It is stressed that in modern conditions, the idea of humanizing education carries an element of novelty, since it is aimed at a qualitative change in the entire education system, which for many decades has functioned on the principles of imperative and sociocentric approaches, Two sides of humanization are defined in the article. The educational infrastructure of Zaporizhzhia region is shown. . In

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Safonova, I. H. "FEATURES OF THE PARADIGM OF FORMATION SPIRITUAL BASIS OF SCHOOLCHILDREN IN CONDITIONS MODERN REFORM SECONDARY SCHOOL." Educational Dimension 8 (May 24, 2022): 285–90. http://dx.doi.org/10.31812/educdim.5469.

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27

Rubantsova, T. A. "The problem of modern corporate education humanization." Professional education in the modern world 10, no. 4 (2021): 4235–42. http://dx.doi.org/10.20913/2618-7515-2020-4-07.

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There is not enough systematic philosophical research in the scientific works that fully consider the problems of the corporate education forming and peculiarities of its functioning. The article presents the socio-philosophical approach to analyze the problems of the corporate education humanization in the modern information society. To understand the corporate education as a socio-philosophical phenomenon, it is necessary to find out the prerequisites for its emergence, conditions of its formation and development process. To do this, a systematic philosophical approach should be used based o

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Shumakova, А. V. "HUMANIZATION OF CONTENT PEDAGOGICAL EDUCATION HIGHER SCHOOL." Educational Dimension 9 (May 24, 2022): 73–75. http://dx.doi.org/10.31812/educdim.5308.

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Lafer, Stephen. "Democratic Design for the Humanization of Education." Journal of Ethnic and Cultural Studies 1, no. 1 (2014): 6. http://dx.doi.org/10.29333/ejecs/11.

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The purpose of this paper is to continue the development of a deep definition for democracy and to consider the implications for educators who teach to that deep definition. Democracy demands much from its citizens in regard to their ability to acquire knowledge of value and make sense of the meanings inherent in that knowledge, this for the sake of participation in the decision-making processes that are the hallmark of true democracy. Many societies that claim to be democracies are, at best, something less than true democracies and, to a large extent, this is due to the failings of their educ

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Shadrikov, Vladimir Dmitrievich. "The Russian federation: The humanization of education." Prospects 27, no. 4 (1997): 577–85. http://dx.doi.org/10.1007/bf02736601.

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31

Sereda, Larisa I. "Humanitarization of Education: Humanitarian-Based Teaching of Academic Disciplines." Volga Region Pedagogical Search 2, no. 40 (2022): 91–98. http://dx.doi.org/10.33065/2307-1052-2022-2-40-91-98.

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The article considers the concepts of such educational principles as “humanization” and “humanitarization” which are closely related. Humanization is filling the entire educational process with humanistic ideas and meanings in any educational institution. The principle of humanization is realized through the humanitarization of education which aims to educate a freely and creatively thinking and harmoniously developing personality. To implement these principles, first of all, humanitarian-based teaching of academic disciplines is necessary. This process is not conceivable without a teacher who

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Utemissova, A. Zh, and Zh Shokybayev. "ASPECTS OF HUMANIZATION OF TEACHING INORGANIC CHEMISTRY IN A PEDAGOGICAL UNIVERSITY." BULLETIN Series of Pedagogical Sciences 66, no. 2 (2020): 256–64. http://dx.doi.org/10.51889/2020-2.1728-5496.43.

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The authors analyze the concepts of "humanization" and "humanitarian" in the context of teaching chemistry in schools and pedagogical universities. The relationship between the processes of humanization and humanization of chemical education is presented. The humanization of teaching chemistry is considered as a characteristic of the learning process, in particular, through the introduction of educational technologies focused on the student's personality, the priority of humanistic values and ideals in the organization of training. Meaningful humanization creates a new technology of education,

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Bogomaz, K. Yu, and K. M. Gevel. "HUMANIZATION OF HIGHER EDUCATION OF UKRAINE IN CONTEXT CIVIC EDUCATION." Educational Dimension 23 (December 15, 2008): 11–16. http://dx.doi.org/10.31812/educdim.6830.

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In the article the importance of process of civil education of the young generation is considered for alteration of the democratic legal state. The basic tasks of humanism education of students of higher educational establishments are considered and importance of humanism orientation of educational process is marked. Civil education, education, humanism, culture, humanism education, selfeducation, national self-determination, tehnocratizm, continuous education.

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Michalski, Andrzej. "The need for school humanization in terms of language of values." Studia z Teorii Wychowania X, no. 1 (26) (2019): 257–84. http://dx.doi.org/10.5604/01.3001.0013.1906.

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The article about the need for school humanization in terms of language of values is part of a discourse by Professor Maria Dudzikowa on signs of dehumanization in schools. In the perspective of zoonotic imagery. This sketch is an attempt to define the school humanization term and to embed it in the axiological aspect of the language of values and ethics of the word. This is an open continuation of the axiological and pedagogical idea concluded in many texts on interpersonal relationships in education. The aim of the article is to stipulate about the humanization of school in a broader, not ju

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Л.М., Панченко. "ГУМАНІТАРНА СКЛАДОВА СУЧАСНОЇ ОСВІТИ". Вісник Харківського національного педагогічного університету імені Г. С. Сковороди "Філософія" 1, № 47 (2016): 189–98. https://doi.org/10.5281/zenodo.164608.

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Author analyzes essential features of humanization and humanitarization of modern education. Humanitarization is at the same time a consequence of liberalization and reason, objective, factor of social life humanization. The main task that arises in the context of needs of educational humanization is mutual enrichment and knowledge complementarity on certain subjects that should help creating a systematic image of the world. This education should be aimed at the development of heuristic and creative knowledge, experience of creative activity. For philosophy of education the problem of realizat

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Ergashev, Otabek, and Shavkatjon Yakubjonov. "HUMANIZATION CHARACTERISTICS OF COOPERATIVE PEDAGOGY." Research and implementation 1, no. 6 (2023): 90–96. https://doi.org/10.5281/zenodo.10035941.

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The article describes the step-by-step learning of cooperative pedagogy in the continuing education system. Currently, humanitarian pedagogy is interpreted as a scientific-theoretical system that sees the student as an active, conscious, equal participant in the educational process, developing based on his own capabilities.

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Tsareva, Nadezhda A. "Generation Net: Humanization or Digitalization." ICONI, no. 3 (2021): 144–52. http://dx.doi.org/10.33779/2658-4824.2021.3.144-152.

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Digital technologies in the 21st century are becoming an integral part of people’s lives. In the modern educational paradigm in Russia the processes of digitalization have been objectively conditioned by the transition on the part of society to a new technological order. Because of digital technologies in education, the Net generation (i.e., children born in the 2000s) will be prepared for a successful mastery of the electronic technological environment. The author considers two positions in assessing the capabilities of the digital generation. Proponents of the cognitive, technological potent

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Samsuriadi, Samsuriadi, Bahaking Rama, Rusli Malli, and Amirah Mawardi. "Implementation of Progressive Islamic Education from KH. Ahmad Dahlan's Emancipation Perspective in Progressive Islamic Education." FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam 13, no. 01 (2024): 137–47. http://dx.doi.org/10.32806/jf.v13i01.7482.

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This research will examine KH. Ahmad Dahlan's thoughts on progressive Islamic education, including the development of religious education. This research uses a qualitative approach with literature analysis to examine various works and thoughts of KH Ahmad Dahlan. The research findings are that KH Ahmad Dahlan's thoughts on progressive Islamic education emphasize the development of socio-emotional, intellectual, moral, and creative potential. The concept of interfaith education that he promoted education does not discriminate against religion, allowing Muhammadiyah schools to accept students fr

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Samsuriadi, Samsuriadi, Bahaking Rama, Rusli Malli, and Amirah Mawardi. "Implementation of Progressive Islamic Education from KH. Ahmad Dahlan's Emancipation Perspective in Progressive Islamic Education." FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam 13, no. 01 (2024): 137–47. http://dx.doi.org/10.32806/jf.v13i01.7658.

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This research will examine KH. Ahmad Dahlan's thoughts on progressive Islamic education, including the development of religious education. This research uses a qualitative approach with literature analysis to examine various works and thoughts of KH Ahmad Dahlan. The research findings are that KH Ahmad Dahlan's thoughts on progressive Islamic education emphasize the development of socio-emotional, intellectual, moral, and creative potential. The concept of interfaith education that he promoted education does not discriminate against religion, allowing Muhammadiyah schools to accept students fr

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Kyshtymova, Irina. "Enculturation and humanization in education: pro et contra." Studia Europaea Gnesnensia, no. 10 (January 1, 2014): 137–50. http://dx.doi.org/10.14746/seg.2014.10.7.

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The author substantiates the proposition of productiveness of enculturation as a principle of organization of educational environment. Furthermore, a comparative analysis with humanization as the mainstream of educational transformation is performed.

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Krasilnikova, E. V., S. V. Kayimova, N. S. Kakotkin, N. N. Lukovnikov, A. V. Tyulina, and N. P. Tomashevskaya. "REGARDING THE HUMANIZATION OF DIGITALIZATION OF MODERN EDUCATION." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 2 2020 (2020): 40. http://dx.doi.org/10.17513/spno.29618.

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42

T.V., Pylaieva, and Budianska V.A. "THEORETICAL REASONING OF THE CONCEPT “HUMANIZATION OF EDUCATION”." Pedagogical sciences, no. 86 (March 25, 2019): 60–64. http://dx.doi.org/10.32999/ksu2413-1865/2019-86-10.

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Kumar, K. A. "Humanization of medical education: Need of the hour." Archives of Medicine and Health Sciences 2, no. 1 (2014): 96. http://dx.doi.org/10.4103/2321-4848.133847.

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Mohammad Muchlis Solichin and Habibur Rahman. "Humanization of Pesantren Education: The Abraham Maslow Perspective." TADRIS: Jurnal Pendidikan Islam 17, no. 1 (2022): 143–55. http://dx.doi.org/10.19105/tjpi.v17i1.5946.

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This article aims to review teaching learning process base on Maslow hirarchy need at modern pesantren in indonesia at Pesantren (Islamic Boarding School) Al Amin, Prenduan, Sumenep.This research uses a qualitative descriptive approach. The research subjects were the teachers who had taught at the pesantren for over 10 years..From the research it is identified that such learning practice includes: 1) the provision of physical environment and learning books as basic needs of student (the students of pesantren), (2) advocacy, encouragement and role model, psychological environment that will give

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Коростильов, Г. Л. "МОРАЛЬНО-ПСИХОЛОГІЧНИЙ АСПЕКТ ПІДГОТОВКИ СУЧАСНИХ ВІЙСЬКОВИХ ФАХІВЦІВ". Spiritual-intellectual upbringing and teaching of youth in the 21st century, № 4 (2022): 368–70. http://dx.doi.org/10.34142//2708-4809.siuty.2022.90.

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Features of military-professional education, social and spiritual life processes of VVNIZ cadets determine the moral and psychological state of personnel and require qualitative changes in the direction of humanization and humanization of education. The transformation of the training of military command staff due to ontological and anthropological dimensions is shown, which makes it possible to significantly improve the training of military personnel in the moral and psychological aspect.

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Kuprata, N. Ya. "HUMANIZATION - THE BASIC PRINCIPLE OF EDUCATION AND EDUCATION IN HIGHER SCHOOL." Educational Dimension 23 (December 15, 2008): 68–74. http://dx.doi.org/10.31812/educdim.6840.

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У статті розглядаються гуманістичні принципи освіти та виховання у вищій школі. Слово як вагомий чинник гуманізації всього навчального процесу мас потужний виховний важіль, який спроможний під керівництвом викладача сформувати моральні норми та npumjunu молодої людини. Настанови гуманізму та миру - це ті домінанти суспільного життя, які повинні увійти в якості імперативів у масову свідомість та буденну психологію молодих українців.

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Savotina, N. A. "EDUCATION TECHNOLOGIZATION AND RELATIONS HUMANIZATION IN EDUCATION ENVIRONMENT: SEARCH FOR BALANCE." Вестник Калужского университета, no. 2 (2021): 129–33. http://dx.doi.org/10.54072/18192173_2021_2_129.

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Chehlovs, Mihails, Zoja Chehlova, and Tatiana Rossolova. "The Model of Teacher’s Tolerant Behaviour as the Means for the Humanization of the Pedagogical Process." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 372. http://dx.doi.org/10.17770/sie2014vol1.797.

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Humanization is the key educational strategy in a democratic society. According to the principles of the Council of Europe, the mission of education is to help everyone to develop his/ her individual potential and become a citizen of the European Community, to understand interconnectedness with Europe and the rest of the world. In accordance with the concept of common European culture, young people have to be able to understand the contemporary world and adapt to constant changes, work actively and creatively, continue learning, explore problems, cooperate and perfect themselves (Ross,2006). S

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Petrosyan, D., and N. Fatkina. "Economic Egoism and Humanization of Economy." Voprosy Ekonomiki, no. 8 (August 20, 2010): 123–31. http://dx.doi.org/10.32609/0042-8736-2010-8-123-131.

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The role of spiritually-moral factors of development of economy is shown in the article and the essence of economic egoism is considered. Humanistic criteria of economic relations are offered, the concept of rational level of economic egoism is entered, and the ways of its achievement in the Russian economy are outlined by perfecting institutional and information policy of the state, developing the education system and upbringing.

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Galushko, Tamara G. "Human-centered phygital and digital education: Digitalisation and humanization." Izvestia: Herzen University Journal of Humanities & Sciences, no. 204 (2022): 25–34. http://dx.doi.org/10.33910/1992-6464-2022-204-25-34.

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