Comparing Humanistic Approaches in Teacher Education
Teacher education programs have a long, perpetuated expectation for how to teach (Shulman, 1987). The overwhelming focus in teacher education programs on planning, instruction, and assessment obscures the ultimate goal of education; that is, to help every student become happy and lead a fulfilled...
| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
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Editura Universităţii Aurel Vlaicu Arad
2022-05-01
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| Series: | Journal of Humanistic and Social Studies |
| Subjects: | |
| Online Access: | http://www.jhss.ro/downloads/25/articles/vol%2013%20no%201%20(25)%202022-143-158.pdf |
| _version_ | 1818206742356426752 |
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| author | Nai-Cheng Kuo Keonna Stanley |
| author_facet | Nai-Cheng Kuo Keonna Stanley |
| author_sort | Nai-Cheng Kuo |
| collection | DOAJ |
| description | Teacher education programs have a long, perpetuated expectation for
how to teach (Shulman, 1987). The overwhelming focus in teacher education
programs on planning, instruction, and assessment obscures the ultimate goal of
education; that is, to help every student become happy and lead a fulfilled life.
This paper offers a perspective to cultivate preservice teachers who value
humanity and therefore go beyond disciplinary knowledge and pedagogical
practices. Humanity creates order in society, not arbitrary rules or authority. Yet,
this aspect is often lost in higher education that focuses on professional skills
over the cultivation of students’ humanity (Muscatine, 2009). We argue that
teacher education needs to attend to humanity and pave the way for peace and
happiness for human beings. Teachers’ roles are not just to deliver knowledge to
students but to plant the seeds of hope and joy through education. To achieve
this goal, we explored various humanistic approaches from Freire’s (1993)
critical pedagogy, Valenzuelz’s (1999) subtractive schooling, Ginwright and
Cammarota’s (2002) social justice approach, Comstock et al.’s (2008)
relational-cultural theory, and Ikeda’s (2010) human education. This paper seeks
to approach humanity as a theoretical and methodological basis for reclaiming
the promise of teacher education. |
| first_indexed | 2024-12-12T04:17:52Z |
| format | Article |
| id | doaj.art-24d13cb7c7b04bb991095b4675d30130 |
| institution | Directory Open Access Journal |
| issn | 2067-6557 2247-2371 |
| language | deu |
| last_indexed | 2024-12-12T04:17:52Z |
| publishDate | 2022-05-01 |
| publisher | Editura Universităţii Aurel Vlaicu Arad |
| record_format | Article |
| series | Journal of Humanistic and Social Studies |
| spelling | doaj.art-24d13cb7c7b04bb991095b4675d301302022-12-22T00:38:24ZdeuEditura Universităţii Aurel Vlaicu AradJournal of Humanistic and Social Studies2067-65572247-23712022-05-01XIII1143158Comparing Humanistic Approaches in Teacher EducationNai-Cheng Kuo0Keonna Stanley1Associate Professor PhD, Department of Teaching and Leading, Augusta University, United States Graduate Student, Augusta University, United StatesTeacher education programs have a long, perpetuated expectation for how to teach (Shulman, 1987). The overwhelming focus in teacher education programs on planning, instruction, and assessment obscures the ultimate goal of education; that is, to help every student become happy and lead a fulfilled life. This paper offers a perspective to cultivate preservice teachers who value humanity and therefore go beyond disciplinary knowledge and pedagogical practices. Humanity creates order in society, not arbitrary rules or authority. Yet, this aspect is often lost in higher education that focuses on professional skills over the cultivation of students’ humanity (Muscatine, 2009). We argue that teacher education needs to attend to humanity and pave the way for peace and happiness for human beings. Teachers’ roles are not just to deliver knowledge to students but to plant the seeds of hope and joy through education. To achieve this goal, we explored various humanistic approaches from Freire’s (1993) critical pedagogy, Valenzuelz’s (1999) subtractive schooling, Ginwright and Cammarota’s (2002) social justice approach, Comstock et al.’s (2008) relational-cultural theory, and Ikeda’s (2010) human education. This paper seeks to approach humanity as a theoretical and methodological basis for reclaiming the promise of teacher education.http://www.jhss.ro/downloads/25/articles/vol%2013%20no%201%20(25)%202022-143-158.pdfhumanityhumanistic approachesteacher educationpreservice teachersdaisaku ikeda |
| spellingShingle | Nai-Cheng Kuo Keonna Stanley Comparing Humanistic Approaches in Teacher Education Journal of Humanistic and Social Studies humanity humanistic approaches teacher education preservice teachers daisaku ikeda |
| title | Comparing Humanistic Approaches in Teacher Education |
| title_full | Comparing Humanistic Approaches in Teacher Education |
| title_fullStr | Comparing Humanistic Approaches in Teacher Education |
| title_full_unstemmed | Comparing Humanistic Approaches in Teacher Education |
| title_short | Comparing Humanistic Approaches in Teacher Education |
| title_sort | comparing humanistic approaches in teacher education |
| topic | humanity humanistic approaches teacher education preservice teachers daisaku ikeda |
| url | http://www.jhss.ro/downloads/25/articles/vol%2013%20no%201%20(25)%202022-143-158.pdf |
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