Relevant bibliographies by topics / Humanistic teaching methods

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Humanistic teaching methods'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Humanistic teaching methods"

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Wang, Shengliang. "The Application of Humanistic Teaching Methods in English Teaching." OALib 08, no. 08 (2021): 1–9. http://dx.doi.org/10.4236/oalib.1107650.

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Munawwaroh, Ela Isnani. "Humanistic Method dalam Pembelajaran Bahasa Arab." Tarbawy : Jurnal Pendidikan Islam 5, no. 2 (December 15, 2018): 109–15. http://dx.doi.org/10.32923/tarbawy.v5i2.838.

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Humanism developed during the 16th century. It gives contributions for education, up to language teaching. Some experts have developed humanistic methods in language teaching, they are Counseling Learning Method (CLM) or Community Language Learning (CLL), silent way, suggestopedia and Total Physical Response (TPR) or the comprehension approach. These methods could be used in language teaching as an alternative method to teaching the Arabic language.
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Wang, Xiaoyan. "Exploration of the Reform and Innovation of College English Teaching under Humanistic Literacy Education." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 1017. http://dx.doi.org/10.17507/jltr.1106.21.

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Humanistic quality education forms a systematic ultimate thinking of human beings and a comprehensive and profound understanding of culture by digging out the contents related to humanity. It is to link life closely with the culture on which individuals depend for survival, and it serves the growth of individuals, the development of professional students and the expansion and deepening of the connotation of life. At present, in College English teaching, teachers’ awareness of humanistic education and humanistic quality are low in many aspects, such as teaching objectives, teaching contents, teaching organization and teaching evaluation. And students’ learning methods and strategies are also lack of the inhalation of humanistic quality. To carry out humanistic quality education, we should pay attention to the cultivation of teachers’ humanistic awareness and quality, and further enhance the ideological and depth of curriculum content. Meanwhile, we should also pay more attention to students’ self-cultivation from learning attitude, learning methods and learning strategies, with the purpose of guiding students to self discovery, self-understanding and self-monitoring in the learning process.
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Wang, Victor X., and Lesley S. J. Farmer. "From the Teachings of Confucius to Western Influences." International Journal of Adult Vocational Education and Technology 1, no. 2 (April 2010): 29–45. http://dx.doi.org/10.4018/javet.2010040104.

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This article reports the results of a study designed to determine whether the teachings of Confucius (liberal and behavioral teaching approaches) or Western teaching approaches (humanistic, progressive, radical and analytic teaching approaches) shaped adult education in Taiwan. Thirty-nine randomly selected adult educators from three premium universities in Taipei responded to a survey about their teaching practices. The same adult educators were also interviewed to cross-validate the quantitative findings. Study results indicated that, while the Taiwanese adult educators employed Western teaching approaches to some extent, they clung dearly to Confucian methods of instruction, a finding that was consistent with reports in the literature of adult education in Taiwan.
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Richards, K. Andrew R., and Victoria N. Shiver. "“What’s Worth Doing?”: A Qualitative Historical Analysis of the TPSR Model." Journal of Teaching in Physical Education 39, no. 3 (July 1, 2020): 300–310. http://dx.doi.org/10.1123/jtpe.2019-0215.

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Purpose: The authors sought to trace the development of the teaching personal and social responsibility (TPSR) model from its initial conception by Don Hellison as a humanistic approach to teaching physical education to the current version of the model through qualitative historiography. Methods: Data sources included: (a) books written by Don, (b) sources that discussed the evolution of the model, and (c) supplemental texts that are important to the TPSR literature. Results: The authors identified four phases of TPSR model development: (a) setting the stage for a humanistic approach through practical inquiry, (b) moving beyond balls and bats to developing a model focused on the affective domain, (c) further defining humanistic goals and teaching strategies, and (d) continuous tinkering in the context of a living model. Discussion/Conclusions: Lessons learned about the model are discussed in relation to practical inquiry, and recommendations are made related to the future of the TPSR model.
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Yahyaei, Davood, and Fakhteh Mahini. "The Influence of existentialism on teaching methods." International Journal of Learning and Teaching 9, no. 3 (September 5, 2017): 354–63. http://dx.doi.org/10.18844/ijlt.v9i3.600.

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Existential theories and Humanistic psychology are widely used in education. According to existentialists, fundamental problem of philosophy is Valuation and choice. Making existential methods in the classroom requires a balance in which both teachers and students as human beings preserve its identity. Existentialist philosopher and humanist psychologists advocate the kind of teaching and learning methods that focus on the learner and Care about individual differences. The research objective was identifying the teaching methods and the characteristics of each one supported by this approach. This research was done using qualitative content analysis and reviewing literature on the subject was published. The method of data analysis was thematic coding by using deductive category application. The results showed that the existentialists emphasized on the relation "I - you" between teacher and student thus support the teaching methods that consider individual patterns and indirect instructions. These methods cause growth of efficient relations and positive self-concept. Such methods are dialogue; Learner-centered method and developing positive self-concept. existential education goals cannot be predetermined and cannot the teacher and the educational system impose to students. Everyone assumes responsibility for its education. So, the teaching methods which develop concepts related to individual growth or focus on the learner are supported by this sect. Keywords: existentialism, existential Education, dialogue, Learner-centered method, Positive self-concept;
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Picanço, Thaíla Soares da Costa, Maira Tiyomi Sacata Tongu Nazima, Braulio Erison França dos Santos, Olavo Magalhães Picanço Júnior, Maria Izabel de Albuquerque Cambraia, Leila do Socorro da Silva Morais, Luis Felipe da Silva Pena, and Karina Suzany Nery Costa. "O Cinema como Recurso Educacional no Ensino de Atitudes Humanísticas a Estudantes de Medicina." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 57–68. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180164.

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ABSTRACT Introduction Contemporary medical education prioritizes the development of scientific knowledge and technical skills, associated with professional attitudes. Attitudes are components of affective ability and influence medical practice, so they should be taught systematically during undergraduate training. The use of films as a pedagogical resource in medical training allows reflection on the biopsychosocial context in which the patient is inserted, contributing to the development of humanistic attitudes among students and future physicians. Objective To evaluate the effectiveness of cinema as an educational resource in teaching humanistic attitudes to medical students. Material and Methods A cross-sectional, quasi-experimental, qualitative and quantitative study was carried out with 107 students from the first to sixth year of the medical course of the Federal University of Amapá. The Medical Students Attitude Scale (validated by the author Maria de Fátima Colares, 2002) was used before and after the exhibition of films related to relevant themes in the medical area. This psychometric scale is composed of multiple-choice Likert-type responses and aims to assess the attitudes of medical students regarding the following factors: primary health care; psychological and emotional aspects involved in diseases; ethical aspects in professional practice; mental illness, death-related situations; scientific research. The Wilcoxon Rank Test was used to compare data from paired samples. Results All the factors evaluated by the medical students attitudes scale related to relevant aspects of medical practice showed a significant increase in the frequency of positive attitudes (p < 0.05) among the first- to fourth-year students following the cinema sessions. The fifth- and sixth-year students did not present significant changes in attitudes related to death, mental illness and contribution to the scientific advancement of medicine. Conclusion Cinema is an effective pedagogical tool in teaching humanistic attitudes in the preclinical series of the medical course.
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Yang, Diguan. "Research on the Humanization of Teaching Management in Normal University." Journal of Innovation and Social Science Research 8, no. 8 (August 30, 2021): 135–37. http://dx.doi.org/10.53469/jissr.2021.08(08).26.

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There are many problems in the humanized teaching management of normal universities. For example, students do not actively participate in the management and planning of their own university and career, teachers pay too much attention to traditional authority and have a sense of distance from students, the bureaucracy of the management department is serious, and management thinking is backward. The management process does not reflect the humanistic feelings, the teaching plans and teaching evaluation methods formulated by the school remain unchanged, the school’s teaching resources are unevenly distributed, and the campus culture construction lacks the humanistic spirit. In response to these current conditions, the author puts forward relevant suggestions from four aspects: students, teachers, schools, and management personnel. I hope that as a member of the school and participants in the construction of humanized teaching management, they can actively perform their own responsibilities and clarify their own positioning. In the end, it is hoped that the school’s teaching management can be people-oriented and enhance the school’s cohesion and centripetal force.
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Haglund, Roger. "Using Humanistic Content and Teaching Methods to Motivate Students and Counteract Negative Perceptions of Mathematics." Humanistic Mathematics Network Journal 1, no. 27 (January 2004): 1–18. http://dx.doi.org/10.5642/hmnj.200401.27.04.

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

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

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Judd, Annemarie M. F., and n/a. "A comparison of humanistic and traditional teaching methods in a college of technical and further education." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060804.122004.

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This field study examines the comparative effectiveness of traditional and humanistic teaching methods. In part I the origins of humanistic teaching and their relationship to Gestalt therapy are considered. The influence of Humanistic education adult learning theory is also discussed. Part I concludes with an assessment of humanistic teaching. Part II: To measure the comparative effectiveness of the humanistic and traditional teaching methods, three groups of first year students in General English classess in a College of Technical and Further Education were selected. The effectiveness was measured in terms of differences in 1. Self-esteem. 2. Spelling Ability. 3. Attrition rates. 4 Academic Results. It can be concluded that there is: No difference in measures of self-esteem between groups, on the basis of the teaching method used. A large increase in the measure of self-esteem was observed in one of the groups that was taught with humanistic teaching strategies. Spelling measures showed no significant changes in any of the groups. Attrition rates were significantly reduced in groups that received humanistic teaching. Academic results of students completing the course showed no significant differences.
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Harrigan, Mary Elizabeth. "The art of self-discovery: Integrative opportunities for alternative settings." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2682.

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This study examines the literature on identifying alternative methods of coming to a deeper understanding of one's physical, mental, and spiritual self. It provides information on one particular alternative program, and presents lesson ideas and options that demonstrate how an art-based emphasis in elective coursework can allow for the next step in each student's journey of personal growth and development.
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Kohútová, Lenka. "Využití seriálu Přátelé ve výuce anglického jazyka na úrovni B2." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-312820.

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This thesis deals with the possibilities of using television series `Friends' in teaching English on B2 level to further linguistic and communicative competences of the students. The purpose of this thesis was to find out, whether a systematic use of the series, as a motivation to the students, for sparking a discussion or conversation among them or as means of immersion in the language and acquisition of the language, would be possible in a high school English teaching environment for a prolonged period of time. The thesis also debates the advantages and disadvantages of using series, compared to the advantages and disadvantages of using different multimedia. The thesis contains a list of activities that have been used during the testing of the series and several ideas on their modification.
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Books on the topic "Humanistic teaching methods"

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Gibbs, Graham. 253 ideas for your teaching. Bristol: Technical & Educational Services, 1988.

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Trevor, Habeshaw, ed. 253 ideas for your teaching. 3rd ed. Bristol: Technical and Educational Services, 1992.

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Trevor, Habeshaw, ed. 253 ideas for your teaching. 2nd ed. Bristol: Technical & Educational Services, 1990.

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Trevor, Habeshaw, and Gibbs Graham, eds. 53 interesting things to do in your seminars and tutorials. 3rd ed. Bristol: Technical and Educational Services, 1988.

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Graham, Gibbs, and Habeshaw Trevor, eds. 53 interesting things to do in your seminars and tutorials. 2nd ed. Bristol: Technical & Educational Services, 1987.

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I︠A︡mburg, E. A. Shkola na puti k svobode: Kulʹturno-istoricheskai︠a︡ pedagogika. Moskva: PER SĖ, 2000.

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Harrison, Simon (Simon P.), 1971- and McFahn Richard, eds. Cross-curricular teaching and learning in the secondary school--- humanities: History, geography, religious studies and citizenship. London: Routledge, 2012.

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L' enseignement et l'hémisphère cérébral droit. Sainte-Foy, Québec: Presses de l'Université du Québec, 1993.

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Teaching Teenagers: Model Activity Sequences for Humanistic Language Learning. London, England: Longman Publishing Group, 1997.

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Habeshaw, Trevor, and Graham Gibbs. 253 Ideas for Your Teaching (Interesting Ways to Teach). Technical & Educational Services Ltd, 1997.

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Book chapters on the topic "Humanistic teaching methods"

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Curtis, Andy. "Humanistic and Alternative Methods." In Methods and Methodologies for Language Teaching, 159–93. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-40737-5_8.

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Krug, Orah T., and Kirk J. Schneider. "Teaching models, methods, and techniques in existential-humanistic therapy." In Supervision essentials for existential-humanistic therapy., 39–70. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14951-003.

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Wang, Victor X., and Patricia Cranton. "Adapting Adult Educators’ Teaching Philosophies to Foster Adult Learners’ Transformation and Emancipation." In Handbook of Research on Teaching and Learning in K-20 Education, 134–47. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch008.

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This chapter argues that adult educators need to adapt their philosophy and their teaching roles to foster adult learners’ transformative learning, and it proposes a model that illustrates this process. The most common purposes of adult education are represented by five underlying philosophies as fully discussed by Elias and Merriam. Adult learners possess different needs, interests, and experiences. As teachers modify their roles and methods in response to their students’ diverse individual characteristics, they must also adapt their underlying philosophical perspective so that philosophy, roles, and methods are congruent. The authors maintain that in this context, the role of adult educators as facilitators of transformational learning should be examined and their prevalent humanistic and progressive philosophies critically questioned.
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Wang, Victor X., and Patricia Cranton. "Adapting Adult Educators' Teaching Philosophies to Foster Adult Learners' Transformation and Emancipation." In Adult and Continuing Education, 1238–51. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch071.

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This chapter argues that adult educators need to adapt their philosophy and their teaching roles to foster adult learners' transformative learning, and it proposes a model that illustrates this process. The most common purposes of adult education are represented by five underlying philosophies as fully discussed by Elias and Merriam. Adult learners possess different needs, interests, and experiences. As teachers modify their roles and methods in response to their students' diverse individual characteristics, they must also adapt their underlying philosophical perspective so that philosophy, roles, and methods are congruent. The authors maintain that in this context, the role of adult educators as facilitators of transformational learning should be examined and their prevalent humanistic and progressive philosophies critically questioned.
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Xiao, Long, and Yaqiong Liu. "Development of Innovative User Services." In Digital Multimedia, 1620–37. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3822-6.ch078.

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Higher education is continuously progressing toward globalization and openness, and models of teaching, scientific research, and learning are rapidly changing. Due to macro-environmental changes, academic libraries must actively adjust their functional positions and explore new methods for user services. To satisfy users' increasingly diversified needs for information, academic libraries are continuously extending user service functions, and gradually evolving from libraries that provide lending services to centers of learning, teaching services, knowledge, and culture on campus. Through functional repositioning, academic libraries are constructing more systematic and diversified user service systems by improving basic services, deepening support services, extending services in teaching assistance, boosting services for cultivating humanistic literacy, developing spatial services, and expanding new technical services. Throughout the above-mentioned development processes, there has been a clear trend of change in terms of the contents, marketing, and cooperation of user services.
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Williams, Malcolm, Luke Sloan, and Charlotte Brookfield. "The quantitative crisis in UK sociology." In Data in Society, 337–48. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447348214.003.0027.

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This chapter describes the ‘crisis’ in UK quantitative methods, primarily that as exemplified by sociology, and the response to it over the last two decades, from research identifying the problem in the early 2000s, to the current Q-Step initiative, which aims for a ‘step change’ in quantitative methods teaching. This we describe as a ‘revolution’ and the purpose of this chapter is to assess the likely success of this ‘revolution’. We provide an overview of the projects which aimed to describe, explain and address the crisis. We then briefly sketch out a methodological history of UK sociology, from which we conclude that UK sociology has been predominantly qualitative and humanistic for much of its existence and this, we argue, is a barrier to the success of the current initiatives. Although Q-Step will have increased the number of UK trained quantitative social scientists, who in turn may shape the culture of their departments, grafting number onto existing structures and a prevailing culture of humanism may only have a superficial, or even ephemeral effect.
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Huazhong, Chen. "Confucius Educating Humanity." In The Paideia Archive: Twentieth World Congress of Philosophy, 168–72. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199829492.

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The basic conception of Confucius' philosophy is ren, i.e., humanity, while humanity is at the same time the leitmotiv of our epoch. This accounts for why the Confucian idea is close to contemporary readers and why his teaching principles and methods has maintained vitality throughout history. Confucius explained humanity as 'to love the people,' or 'to love the masses extensively.' This led him to provide equal opportunities education and to carry out teaching activities in dialogue with his disciples. The overall development of everyone's potential ability constitutes the most important part of Confucius' notion of humanity. He practiced moral education, intellectual education, physical education and aesthetic education through his 'six artcrafts': 'The wise have no perplexities, the humanists have no worries, the courageous have no fears.' His philosophy originated from his political practice and teaching activity. Based on experience, its principles and methods are pragmatic rather than speculative. Confucius has been honored as a paragon of virtue and learning by Chinese people for thousands of years. The main documents of Confucian philosophy consists in recorded dialogues and discourses with his disciples: The Analects. Thus it may seen that his lectures sent forth an amiable intimacy, and his philosophic discourses were characterized distinctively by an element of feeling.
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Cairns, John W. "Importing Our Lawyers from Holland: Netherlands Influences on Scots Law and Lawyers in the Eighteenth Century." In Law, Lawyers, and Humanism. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748682096.003.0008.

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This chapter provides an overview of the influence of Scots’ experience of Dutch legal education on the development of legal education in the Scottish universities, elaborating its impact on methods of teaching, curricula, and choice of textbooks. The influence of the approach of the Dutch law professors may also be traced in the work of early private teachers of law before the foundation of the university chairs. Legal education was not narrowly conceived. From the beginning, the Dutch Humanist approach was influential. Studies of Civil law in particular — the core university discipline — were thought to require related studies of the ancient world, its politics and culture.
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Hotson, Howard. "Prologue." In The Reformation of Common Learning, 21–59. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199553389.003.0002.

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The oldest curriculum drafted for Leiden university in 1575 closely followed that outlined by Ramus himself 20 years earlier. But from 1582 onward, after the arrival in Leiden of the great humanist scholar, Justus Lipsius, modern textbooks were swept aside in favour of unmediated study of classical authors (section 2.ii). The extermination of Leiden’s Ramist tradition is personified in the figure of Rudolph Snellius. In Marburg before 1575, his teaching aroused such enthusiasm that his former students and colleagues spent years assembling his draft material into a nine-volume, 3,000-page encyclopaedia published in Frankfurt in 1596. In Leiden after 1582, however, his preferred teaching methods were proscribed and he languished for twenty years as an extraordinary professor of mathematics, belittled by his humanist colleagues, and publishing nothing under his own name (section 2.iv). As a consequence, Leiden and the other Dutch universities became net importers of philosophy textbooks for five decades, producing very few of their own and relying instead on the key figure of the central European post-Ramist tradition: Bartholomaeus Keckermann (section 2.ii). Throughout this entire period, Leiden—contrary to widely accepted myth—grew slowly, remained relatively small, and was marginal to international Reformed student travel, until the Twelve Years Truce in 1609 began a growth spurt accelerated by the Thirty Years War after 1618 (section 2.i).
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Conference papers on the topic "Humanistic teaching methods"

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Mihaleva, Radostina. "NEW HUMANISTIC METHODS IN FORЕIGN LANGUAGE TEACHING – SUGGESTOPEDIA - DESUGESTOPEDIA." In 34th International Academic Conference, Florence. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.034.033.

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