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HUMANISM.pptx
- 1. By ELSA ANNA BENNY Commerce Option
- 2. TOPICS COVERED ๏ฑ Features ๏ฑ Principles ๏ฑ Educational Implications
- 3. ETYMOLOGY ๏ derived from Latin word HUMANIORA which means Study of human body and surrounding nature ๏ The term Humanism was coined by Fredrich Niethammer in 19th century ๏ Implies a specific preferences for human values ๏ Humanism means religious freedom
- 4. INTRODUCTION โข Very old philosophy โข Derived from the great minds and works in Eastern & Western history and literature โข Primary importance to human โข Man is the centre of all activities in the world โข PURPOSE : to create interests in all spheres of life โข Indian Humanists: Gautham Buddha, Jawaharlal Nehru, Tagore, Ambedkar, Gandhiji
- 5. DEFINITION Humanism is defined as an outlook or system of thought concerned with human rather than divine or supernatural matter. A belief or outlook emphasizing common human needs and seeking solely rational way of solving human problem and concerned with mankind as responsible and progressive intellectual beings. HISTORY According to humanistic psychology, personality development is viewed as a growth process in which a person is motivated to develop themselves and reach their greatest potential. Maslowโs theory: According to Maslowโs new theory of motivation, people are motivated by various desires.
- 6. Carl Rogers theory: Rogers created a theory of personality development in which a child needs empathy, positive respect, and honesty from their parents and caregivers to develop confidence, self-acceptance, and a healthy personality.
- 7. FEATURES โขEvolution: the natural process by which we acquired all our capacities โขNatural capacities: our different talents and abilities that all evolved naturally โขMortality: death is the end of our existence โ we have no afterlife โขConsciousness: our capacity to be aware of ourselves and consider our choices โขPotential: the ability to shape our own lives and make a difference to the world through our action
- 8. PRINCIPLES OF HUMANISM 1. Humanism regards the human being as the center and measure of all activities 2. Man is competent to solve all his problems 3. Humanism believes in the interests and welfare of all human beings 4. Humanism stands for brotherhood of man, international friendship 5. Humanism does not believe in supernaturalism 6. Humanism is free from religious dogma
- 9. Educational Implications of Humanism โข Place of the child in teaching-learning โข Emphasis on individuality โข Understanding the child โข Method of teaching โข Discipline โข Place & role of the teacher โข Choice & control โข Self evaluation โข Co-operative learning
- 10. CONCLUSION Humanism is against all types of super naturalism / super humanism. It does not aim at superman but only at man Its central standpoint is faith in the dignity of man. The humanist ethics is not governed by any religious faith other than faith in human dignity It respects all human beings and is against all distinctions among human beings It support the idea of world citizenship It respects science but if science becomes an impediment, the humanists would not hesitate to criticize it.
Editor's Notes
- Hai frnds Im elsa today lets know about humanism
- The topics I would like to cover are
- Humanism stresses the importance of human values and dignity. It proposes that people can resolve problems through science and reason. Rather than looking to religious traditions, humanism focuses on helping people live well, achieve personal growth, and make the world a better place.Blind faith on religious dogmas is to be left out เดฎเดค เดชเตเดฐเดฎเดพเดฃเดเตเดเดณเดฟเดฒเตเดณเตเดณ เด เดจเตเดงเดฎเดพเดฏ เดตเดฟเดถเตเดตเดพเดธเด เดเดชเตเดเตเดทเดฟเดเตเดเตเดฃเตเดเดคเดพเดฃเต
- Humanism expresses that ย human beings has great potentiality and if developed fully, one can reach to the fullest height, provided one gets proper opportunities to develop. เดฎเดจเตเดทเตเดฏเดฐเตเดเต เดชเตเดคเตเดตเดพเดฏ เดเดตเดถเตเดฏเดเตเดเตพ เดเดจเตเดจเดฟเดชเตเดชเดฑเดฏเตเดเดฏเตเดย เดฎเดพเดจเตเดทเดฟเด เดชเตเดฐเดถเตโเดจเดเตเดเตพ เดชเดฐเดฟเดนเดฐเดฟเดเตเดเตเดจเตเดจเดคเดฟเดจเตเดณเตเดณ เดฏเตเดเตเดคเดฟเดธเดนเดฎเดพเดฏ เดฎเดพเตผเดเด เดคเตเดเตเดเดฏเตเด เดเตเดฏเตเดฏเตเดจเตเดจ เดเดฐเต เดตเดฟเดถเตเดตเดพเดธเด เด เดฒเตเดฒเตเดเตเดเดฟเตฝ เดตเตเดเตเดทเดฃเด. เดตเตเดฏเดเตเดคเดฟเดคเตเดต เดฎเดจเดเดถเดพเดธเตเดคเตเดฐ เดฎเตเดเดฒเดฏเดฟเตฝ, เดเดฌเตเดฐเดนเดพเด เดฎเดธเตเดฒเตเดฏเตเด เดเดพเตพ เดฑเตเดเตเดดเตโเดธเตเด เดเดฑเตเดฑเดตเตเด เดธเตเดตเดพเดงเตเดจเดฟเดเตเดย humanistic theorists. เดเดฐเตเดชเดคเดพเด เดจเตเดฑเตเดฑเดพเดฃเตเดเดฟเดจเตเดฑเต เดคเตเดเดเตเดเดคเตเดคเดฟเตฝ, เดนเตเดฏเตเดฎเดจเดฟเดธเตเดฑเตเดฑเดฟเดเต เดธเตเดเตเดเตเดณเดเดฟเดฏเตเดเต เดคเตเดเดเตเดเดเตเดเดพเดฐเดจเดพเดฏ เดเดฌเตเดฐเดนเดพเด เดฎเดธเตเดฒเต 1908 เดฎเตเดคเตฝ 1970 เดตเดฐเต เดเตเดตเดฟเดเตเดเดฟเดฐเตเดจเตเดจเต. เดฎเดพเดธเตเดฒเตเดฏเตเดเต เด เดญเดฟเดชเตเดฐเดพเดฏเดคเตเดคเดฟเตฝ, เดเดณเตเดเตพ เด เดตเดฐเตเดเต physical, safety, connection, esteem, and the highest wants, self-actualization เดเดจเตเดจเดฟเดต เดจเดฟเดฑเดตเตเดฑเตเดฑเดพเตป เดถเตเดฐเดฎเดฟเดเตเดเตเด.ย เดฎเดพเดธเตเดฒเตเดฏเตเดเต เด เดญเดฟเดชเตเดฐเดพเดฏเดคเตเดคเดฟเตฝ เดจเดฎเตเดฎเตเดเต เด เดเดฟเดธเตเดฅเดพเดจ เดเดตเดถเตเดฏเดเตเดเตพ เดจเดฟเดฑเดตเตเดฑเตเดฑเดฟเดฏเดพเตฝ เดฎเดพเดคเตเดฐเดฎเต เดจเดฎเตเดเตเดเตย self actualization neddan เดเดดเดฟเดฏเต. เด เดเดตเดถเตเดฏเดเดคเดเตพ เดจเดฟเดฑเดตเตเดฑเตเดฑเตเดจเตเดจเดฟเดฒเตเดฒเตเดเตเดเดฟเตฝ, เดเดฐเต เดเตเดเตเดเดฟ เดธเตเดตเดฏเด เด เดเดเตเดเดฐเดฟเดเตเดเดพเดจเตเด เด เดตเดฐเตเดเต เดตเดฟเดเดพเดฐเดเตเดเตพ เดฎเดจเดธเตเดธเดฟเดฒเดพเดเตเดเดพเดจเตเด เด เดตเดฐเตเดเต เด เดจเตเดญเดตเดเตเดเดณเตเดเตเดเตเดฑเดฟเดเตเดเต เดฌเตเดงเดตเดพเดจเดพเดฏเดฟเดฐเดฟเดเตเดเดพเดจเตเด เดชเดพเดเตเดชเตเดเตเด, เด เดเตเดเดจเต เด เดตเดฐเตเดเต เดชเตเตผเดฃเตเดฃเดฎเดพเดฏ เดเดดเดฟเดตเดฟเตฝ เดเดคเตเดคเดพเตป เดเดดเดฟเดฏเดฟเดฒเตเดฒ.
- This approach believes in child-centered-education. This approach, considers that we should first understand the needs, interests, abilities, age level, attitudes, aptitude of students then try to organize teaching learning process according to these. Emphasis on individuality: According to this approach every individual has his own individuality.ย Teacher should understand this individuality and organize his/her teaching-learning process according to this individuality. Understanding the child: According to this approach, we should understand the child first of all, and then teach him. We, as a teacher, should know our students, their interest, personality, capabilities and background environment and use teaching methods and content accordingly. Because this approach believes in student centered education so before teaching, a teacher should understand students thoroughly. Method of teaching: In this approach teacher should use methods of teaching which are based on psychological principles. Learner's readiness, mental set and motivation are considered as basis for deciding the method of teaching to be used. So teacher should use learner centered innovative methods of teaching. Discipline: Teacher should not force student to be disciplined. He/she should encourage self discipline and self-control among students. Place and role of the teacher: According to this approach student plays a central role in teaching learning process. Teacher acts as a guide, friend or helper of the students. Teacher should not force his own methods and views on students but he should be only a guide in this development process. The humanistic approach places a great deal of emphasis on students' choice and control over the course of their education. Students are encouraged to make choices that range from day-to-day activities to periodically setting future life goals. This allows for students to focus on a specific subject of interest. Humanistic teachers believe it is important for students to be motivated and engaged in the material they are learning, and this happens when the topic is something the students need and wants to know. Humanistic educators believe that grades are irrelevant and that only self-evaluation is meaningful. Humanistic educators disagree with routine testing because they teach students rote memorization as opposed to meaningful learning. They also believe testing doesn't provide sufficient educational feedback to the teacher. Co-operative Learning Co-operative Learning not only combines cognitive and affective aspects of learning, as well as emphasizing participation and active engagement, But also stresses academic achievement and clearly defined curricular goals.