Humanism

Origins of Humanistic Education

c. Stephen Ben Cox 

Introduction

Humanist education has grown over the centuries since its initial inception in early Renaissance of Italy of the late 14th.city-states. The humanism of this cultural revival and innovation looked to the Classical world as a pinnacle of human achievement in the arts and sciences and rational investigation and sought to emulate it and offer it as a model for the improvement of humanity and community. The sack of Constantinople during the Crusades, and the collapse of the last remnants Byzantine Empire and final fall of its capital to the Ottoman in 1453 sped up the flow of Classical learning to the West. The revival of this heritage found welcoming homes in the courts of the princes of the Italian city-states.

Humanism (especially in the arts) saw no conflict between itself and Christianity: even the hierarchy of the Church quickly embraced humanism and Classic culture and the Papacy itself as well as cardinals and bishops often amassed great libraries. although some conflicts did arise in the context of philosophy (for example, Pico della Mirandola and others in the Platonic Academy at Florence under the Medici). Humanism was an optimistic philosophy that saw man as a rational and sentient being.

It will be seen below that humanistic education has a history dating from the 14th. century in Italy continuing through the times of (e.g. Rousseau and on until today. The humanistic education as taught by Stephen Ben Cox and the Trust does not refer to or follow directly the methods of these times nor to the specific models of Abram Maslow or Carl Rogers, nor of Maria Montessori, Rudolf Steiner, and Phyllis Wallbank. it grew out of Cox's own journey through life, innate philosophical and spiritual approach to the questions of life and his teaching experience over many years. This included teaching students from many countries, of different age groups, cultures, religions, and social backgrounds, and well as having been a teacher in the British education system (state secondary, state further education, and independent secondary education).

Humanistic education in a general sense including the work of the pioneering pedagogues of the 20th century listed above all seek in their varying ways to engage the "whole person": the intellect, feeling life, social capacities, and artistic and practical skills, all of which are seen as important focuses for growth and development. From this emerges the important objectives of, for example, developing the students self-esteem, their ability to set and achieve appropriate goals, and their development toward full autonomy. To this has been added by the Trust helping to release full potential, innate capacities and aptitudes, and the confidene and creativity to fully engage in society to enable enhancement of both the individual and the improvement of society.

For the Trust humanist education has no conflict since it deals with the essence of human potential and the betterment of the individual for whatever his or her community of religions and culture may be. And by its ethos and pedagogy. And thus guide people to a more enlightened way of life and create a better world for future generations. As well as a moral and ethical purpose to existence and human needs with regards to other creatures and sustaining the environment on earth.

Furthermore the humanistic education seeks to establish a middle path between (i) full student-centered education versus modern state education of grades and exams and (ii) the 'studia humanitatis' of Petrarch and the Renaissance philosophers and scholars wherein education was based on the Classics and the modern principle of education wherein education has tended to be regarded as merely a means of teaching skills to fit the student for a career. In the latter, I see the dangers of what Ivan Illich regarded as the industrial or factoryisation of education as explicated in his work: "Deschooling Society". As Aristotle avers in his Protrepticus:

"We ought not to sail to the Pillars of Hercules and run many dangers for the sake of wealth, while we spend neither labour nor money for wisdom. Verily it is slavish to long for life, instead of for the good life...and to seek for money but pay no attention whatever to the noble."

Modern industrial and post-industrial education has tended to see the humanities and humanistic education of the Renaissance as a slavish dependence on the antiquated studies of Greek and Latin and stratified scientific subjects. The essence of Classic education and that of the Renaissance was to produce noble and enlightened humans capable of rational insights with enquiring minds and refined appreciation and independence of thought and spirit. I believe education should strive to unleash the full potential of the human mind with a balance of both culture and science, intuition and rationalism.

Certainly any society or state these days needs to ensure that each generation is well versed in the scientific and technological developments and innovations which abound or it will lose out in the international market place, will weaken its economy and reduce the standard of living of its citizens. Yet man does not live by bread alone. We need to ensure that the scientists, innovators, entrepreneurs, technologists etc of the next generation have an adequate comprehension of the nature of heritage and civilisation and the broader thrust of human development and societal potential: a keen grasp of the greater perspective of the evolutionary imperative as it were. The broader and refining disciplines of 'humanism' as well as ethical principles need to be brought into play.

It is a founding principle of the Trust that education if deployed in a creative and enlightened manner without dogma, can exalt and evolve the individual to enable effective engagement in the civic life of their communities and persuading others to virtuous and prudent actions- additional to enabling the advance of society in its scientific, economic and technological aspirations. As well as, of course, fulfill the potential of the individual, and the citizen capable of individual and independent as well as rational and critical and enquiring thought not conditioned by whim, fancy, fashion, blind prejudice or prevailing political assumptions.

Interpretation

Humanism as regards education and culture should not be confused with the branch of humanism which is concerned with the religious and political definition and propagation of that philosophy as a movement in society towards attaining specific goals regards "humanistic principles" as to law, rights, societal structure and so on. No judgement or view is determined by the author with regard to that approach. It is simply not within the remit of the Trust or of interest to Stephen Ben Cox. His own philosophy is clear and is that of an all-embracing approach to the entirety of human heritage, spiritual and philosophical development wherein which all are welcome. This philosophy cannot be defined by such labels as "atheist" or "monotheist" or anything else.

Renaissance Humanism

Humanism was the major intellectual movement of the Renaissance. In the opinion of the majority of scholars, it began in late-14th-century Italy, came to maturity in the 15th century, and spread to the rest of Europe after the middle of that century. It emphasized the human potential to attain excellence. It is often seen today as the goal of producing fully-rounded individuals accomplished in all the basic tenets of civilization, this was seen as the ideal model to emulate especially with regards to princes: the young prince Henry (later King Henry VIII) was regarded as an example of this. Renaissance education though deeply imbued with the Classical related subjects in terms of its curricula was nonetheless concerned with the ideal of balance in education

One might say that humanism and humanistic education of the Renaissance (beginning with Italy in the late 14th. century) was a move away from form Medieval scholastic conventions; education which (with the exception of some aspects of education for the higher nobility) which emphasized practical and trades-based, pre-professional, and scientific studies engaged in solely for job preparation, and typically by men alone. The artistic and cultural atmosphere of Italy led by great patrons such as the Medici in Florence (and many other city-states) went beyond this utilitarian approach, seeking to create a citizenry who were able to speak and write with eloquence and thus able to engage the civic life of their communities.

It was essentially the beginnings of the switch from religious-based practice in society to human-based practice.

The 'movement' was somewhat founded on the ideals of the Italian scholar and poet Francesco Petrarca (1304-1374), which were often centered around humanity's potential for achievement. The migration waves of Byzantine Greek scholars and émigrés in the period following the Crusader sacking of Constantinople, and later the end of the Byzantine Empire in 1453 greatly assisted the revival of Greek and Roman literature and science. The writings of Dante, and particularly the doctrines of Petrarch and humanists like Machiavelli, emphasized the virtues of intellectual freedom and individual expression.

Rousseau and Pestalozzi

This is a little different from its application and development in education, however. In terms of educational theory and practice, humanism was developed as an educational philosophy by Rousseau (1712-1778) and Pestalozzi (1746-1827), who emphasized nature and the basic goodness of humans, understanding through the senses, and education as a gradual and unhurried process in which the development of human character follows the unfolding of Nature. Rousseau was the first philosopher to give childhood a specific place in society and of the importance of education according to the needs of the child to explore and fulfil potential without. He also developed the concept of a social contract between the individual and society. Pestalozzi emphasized that every aspect of the child's life contributed to the formation of their personality, character, and capacity to reason. His educational methods were child-centered and based on individual differences, sense perception, and the student's self-activity.

Modern Humanistic Education

Modern humanistic education has become more specific in the last 120 years or so. It is largely an approach to education based on the work of humanistic psychologists, most notably Abraham Maslow and Carl Rogers. In a more general sense the term includes the work of other humanistic pedagogues, such as Rudolf Steiner (1861 - 1925- who inspired the development of the Waldorf Schools education system), and Maria Montessori (1870 - 1952), and Phyllis Wallbank (b.1918)

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