Humanistic Elements in the Educational Practice at a United States Sub-Baccalaureate Technical College

Abstract

Humanism has never been able to establish a firm place in technical education, which remains predominantly pragmatist in response to industry needs, certification requirements and educational standardisation. However, after a period of decline, humanism has made somewhat of a comeback as part of the movement toward student-centred education. Research conducted at a technical college showed that although . This research indicated that including humanistic elements in educational practice will enable instructors to be more effective in helping students to develop skills in relation to team work, problem-solving, systems improvement, lifelong learning and other areas that are becoming increasingly necessary for success in the workplace. The include a constructivist approach with a focus on contextual teaching and learning using situated cognition, cognitive apprenticeships, anchored instruction and authentic assessment. At the same time, some suggestions for improving professional development for teachers by using a Gestalt approach along with self-study in the context of learning communities have been discussed.

Education for sustainable health care: From learning to professional practice

“…Based on Maslow's (1943) notion of selfactualization, the educator's role in the perspective of humanism is that of a facilitator to help the student actualize inner drive for growth and development where the learner's interest and development are central to the learning process (Firdaus and Mariyat 2017). Attributes can be encouraged using these principles which enables educators to be more effective in supporting learners to develop rationality, autonomy, creativity and a concern for humanity as well as team work, critical thinking and problem-solving skills and will help empower students to become agents for change (Veugelers 2011;Chen and Schmidtke 2017;Colonna 2020).…”

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“…These land-grant colleges were intended to provide a more utilitarian type of education to the industrial classes who were underserved by more traditional liberal arts HEIs (Behle, 1996). This forced universities as centers of specialized learning to expand libraries, training facilities, and research facilities to provide educational opportunities for these new branches of learning (Chen & Schmidtke, 2017;Harris, 2013). Thus American HEIs experienced a shift away from just teaching classical, formalistic education toward a more pragmatic educational philosophy focused on applied sciences and occupational training programs (Behle, 1996).…”

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“…Oleh sebab itu, teori belajar humanistik sifatnya lebih abstrak dan lebih mendekati bidang kajian filsafat, teori kepribadian, dan psikoterapi, dari pada bidang kajian psikologi belajar. Teori humanistik sangat mementingkan isi yang dipelajari dari pada proses belajar itu sendiri (Chen & Schmidtke, 2017). Teori belajar ini lebih banyak berbicara tentang konsep-konsep pendidikan untuk membentuk manusia yang dicita-citakan, serta tentang proses belajar dalam bentuknya yang paling ideal (Aloni, 2011;Arbayah, 2013;Brockett, 1997;Chen & Schmidtke, 2017;Nakata, 1972;Veugelers, 2011).…”

“…Teori humanistik sangat mementingkan isi yang dipelajari dari pada proses belajar itu sendiri (Chen & Schmidtke, 2017). Teori belajar ini lebih banyak berbicara tentang konsep-konsep pendidikan untuk membentuk manusia yang dicita-citakan, serta tentang proses belajar dalam bentuknya yang paling ideal (Aloni, 2011;Arbayah, 2013;Brockett, 1997;Chen & Schmidtke, 2017;Nakata, 1972;Veugelers, 2011). Dengan kata lain, teori ini lebih tertarik pada pengertian belajar dalam bentuknya yang paling ideal dari pada pemahaman tentang proses belajar sebagaimana apa adanya, seperti yang selama ini dikaji oleh teori-teori belajar lainnya.…”