PRE-SERVICE TEACHERS TRAINING FOR THE FORMATION OF SUBJECT-SUBJECT EDUCATIONAL RELATIONS WITH STUDENTS

The article, based on the methodological and theoretical analysis of scientific works, deals with the essence and specifics of professional training of pre-service teachers to form subject-subject educational relationships with students.It was found that the main tendency of study the willingness of the pre-service teacher to form subject-subject relations is to define their training as a holistic complex multilevel personal development. It is established that the integrity of the professional training of pre-service teachers in the development of the educational relationships should be considered in the unity of interdependent and interdependent components: scientific-theoretical, methodological and practical-activity.Criteria and indicators of future teacher’s willingness to form subject-subject relations with students are defined and systematized: critical type of thinking (personal flexibility, knowledge of the specifics of humane interaction, educational position in relations with students); creative and professional activity (knowledge of technologies of humane education, demonstration of own pedagogical skill, use of system of methods of pedagogical and psychotherapeutic influence); formation of practical skills and abilities (reflexive-perceptual skills, diagnostic skills, ability to create educational situations, skills of dialogical-humane communication).

Humane Education’s Effect on Middle School Student Motivation and Standards-Based Reading Assessment

Students educated in the juvenile justice system face acute challenges such as lack of motivation and negative attitudes toward school. Schools in the system are expected to provide rigorous, Common Core-standards-aligned instruction. Humane education—lessons that nurture kindness and empathy towards humans, animals, and the environment—has been shown to motivate students and encourage their pro-social sentiments. This randomized control trial (with constraints) study of 192 12- and 13-year-old students from New Jersey asked students to complete five standards-aligned reading passages with text-based questions. The experimental-group assessments contained humane education themes and the control-group assessments had non-animal related high interest topics. The passages were equated in reading level, word count, etc. Analyses of the results showed that not only did students who received humane education passages do better overall, but also did much better on questions addressing specific Common Core Reading for Information standards. This study can be a starting point for applying and researching the effectiveness of humane education on the juvenile justice population, specifically, because they are expected to learn standards-aligned curricula and are in particular need of academic motivation and pro-social encouragement.

Searching for a Soul

The crisis for Christianity in the interwar years was intensified by the crisis in Western civilizations. Universities were to serve the needs of industrial society but also wanted to find meaning in the humanities and the best of the Western heritage. But critics like Carl Becker raised the question of whether humans could find meaning. Ruth Benedict was one who critiqued Western culture for its racism. John Dewey believed Americans could find a secular “common faith.” Chicago’s President Robert Maynard Hutchins presented in The Higher Education in America the most scathing critique. Humane education was undermined by dehumanizing scientific models and by business interests. These issues were sharply debated during the war years. Hutchins, Mortimer Adler, and some religious thinkers such as Pitirim Sorokin and Jacques Maritain argued for higher law either from either religion or metaphysics. John Dewey, Sidney Hook, and others argued for more pragmatic secular approaches.

DIMENSI PROFETIK PEMIKIRAN KH. AHMAD DAHLAN DAN KH. HASYIM ASY’ARI TENTANG KONSEP PENDIDIKAN DAN IMPLIKASINYA DALAM PENDIDIKAN KEMUHAMMADIYAHAN DAN KENUAN

Prophetic dimension owned by KH. Ahmad Dahlan and KH. Hasyim Asy’ari is a privilege that they had. Muhammadiyah dan NU education that is a realization of the thoughts of its founding fathers should have synergy in terms of the prophetic dimensions owned by the founding fathers. Research on Muhammadiyah Education and Muhammadiyah Teaching as well as NU Education and NU Teaching by studying the thoughts of KH. Ahmad Dahlan and KH. Hasyim Asy’ari through a prophetic analysis is necessary to do because it could be a material for the evaluation and development of Islamic Education in Indonesia so as to give more benefits for umat (society).The results showed that the Prophetic Dimension owned by KH. Ahmad Dahlan in the element of humane education with Islamic modern education is the establishment of Muhammadiyah organization for theunity of people. The thought of educational element of liberation in terms of generosity to spend the wealth according to Islamic teaching, accommodative to colonizers. The thought of educational element of transcendence through purifying religion by correcting kiblat (direction in prayers), and doing more good deeds. The Prophetic Dimension of KH. Hasyim Asy’ari is in the element of humane education with Islamic traditional education is the establishment of Nahdhatul Ulama, Ukhuwah Islamiyah. The thought of educational element of liberation of the poor and orphan empowerment, resistance to colonizers. The thought of educational element of transcendence of Oneness of God and sufi, application of madzhab, pure intention for knowledge seekers. The implications of the prophetic dimensions owned by KH. Ahmad Dahlan and KH. Hasyim Asy’ari on Muhammadiyah dan NU education for the development of Islamic Education in Indonesia are found on the aspect of system development of which the realization is the development of policy regarding the content of Islamic Education Curriculum at Schools. The second aspect is improvement of learning processes, manifested in the development of Islamic Education Principles. The third aspect is improved quality of the students’ learning results, manifested in the development of approaches, methods, and competencies of the Educators.

Effectiveness of a school-based programme of animal-assisted humane education in Hong Kong for the promotion of social and emotional learning: A quasi-experimental pilot study

Background Humane education, which focuses on the cultivation of kindness and empathy towards animals, the environment, and fellow humans, helps children to be less egocentric and more sensitive to the human–animal interaction in ecology. Aim This study aimed to evaluate an animal-assisted, school-based humane education programme that promotes a humane attitude and enhances social–emotional competence for children in Hong Kong. Method A sequential mixed-methods formative evaluation was adopted in the pilot year of the programme. A controlled trial and focus groups were conducted to evaluate the preliminary outcomes and process of the programme and to identify the implementation obstacles and effective strategies. One hundred and ten primary three students from two primary schools participated in the study (55 in the intervention group and 55 in the control group with ordinary formal school extra-curricular activities). Paired sample t tests and a mixed ANOVA were conducted to explore the changes in students’ social–emotional competence in our programme and two typical extra-curricular school programmes. Thematic analysis was conducted to categorise the transcriptions from the focus groups. Results Quantitative findings indicated that class-based, animal-assisted humane education increased cognitive competence (t[24] = 2.42, p = .02), empathy (t[24] = 2.94, p < .01), and reduced hyperactivity (t[23] = -2.40, p = .02). Further analysis indicated that the participant recruitment strategies moderate the impact of interventions on the development of empathy (F[2,104] = 4.11, p = .02) and cognitive competence (F[2,104] = 2.96, p = .05). Qualitative analysis suggested three major themes: enhancement of self-control, promotion of humane attitude, and improvement of reading skills. Conclusion The preliminary results of this pilot study indicate positive effects of the programme. Vigorous systematic formative evaluation on the process and effective implementation should be included in future follow-up studies to ensure its sustainability and fidelity.

New Realities of Teaching Philosophy in Teacher Training University

The proposed scientific article is devoted to the effective aspects of modern philosophy teaching in secondary and higher pedagogical educational institutions of the country. The authors for many years work in Taraz state pedagogical University as a result of studying the subject “Philosophy” offer future teachers a system of quality humane education, formed from the spheres of philosophy of education, pedagogical philosophy, philosophical anthropology, philosophy of culture, ethnography. The article reveals the philosophy of teacher training with a philosophical justification of pedagogy. The main goal is to develop the discipline of philosophy, which directly contributes to the implementation of pedagogical University students in favorable conditions of professional and social adaptation to their profession. When mastering their profession, the student is faced with positive and negative consequences of the future profession. One of the most common problems in our study was that the student in any situation in contact with the real sides of his profession in the course of pedagogical practice, was able to skillfully overcome their emotions and humanely respond to emerging problems with a philosophical view. Positive skills, formed through the study of the subject of philosophy, help the student of the pedagogical University to develop the path from theory to practice through pedagogical praxiology, to optimize the negative moments, to overcome difficulties, to help them in mastering their profession.

Theoretical Links Between Natural Sciences Teaching and Human Rights: Proposals for a Humane Formation Perspective

In this theoretical article, we discuss the ways of articulating Human Rights and the teaching of Natural Sciences in the early years of elementary school, in a perspective focused on the humane education. The theoretical basis for further discussion of the proposed subject matter was carried out through bibliographic research, having as sources: books, scientific articles and official documents. From this research, we proposed some topics that are related to human rights and are possible to be articulated with the contents of Natural Sciences developed in the early years. We consider that these topics need to be based on structuring axes that will base the pedagogical work of the teachers, so that they have as purpose the humane education of the students. These axes are: to become aware of the recognition of social, cultural and economic differences; to recognize oneself as a citizen with rights and to respect the right of the other; to plan and develop inclusive practices; to value the interrelationship between human beings and natural environments. We consider that the pedagogical work aimed at this perspective needs to be based on a dialogical and participatory methodology, with an emphasis on a humane and socially responsible education.

Let’s Celebrate the Humane in the Humanities

The economic collapse in the U.S. during the Covid-19 pandemic has aggravated the problems caused by a generation of funding cuts to institutions of higher education and, with these cuts, the increasing costs for students and their families. The current problems raise anew the questions of what public good is created both by programs in the Humanities and by all forms of higher education. They are not new questions, but the responses often bring out the importance of humane education to a free society. Courses in the Humanities develop more than the skills in communication and critical thinking that employers say they value. Such courses contribute to the personal development, character formation, and emotional intelligence that create a healthy and productive society. The benefits of such education are considerable, but cannot be measured in a strictly business model of higher education such as is often used by institutions balancing budgets, as well as by the overseers to which they report, including regents, politicians, and community affiliates.