Die onderwysbenadering van enkele neo-humanistiese pedagogiese denkers1
After analysing the works of four American writers concerning education, the following conclusions were arrived at:There has been a move away from the accentuation of the rational, cognitive or reason of man to an accentuation of the irrational, affect or emotion of man. The reason for this movement...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | Undetermined language |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
1990
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| In: |
Koers
Year: 1990, Volume: 55, Issue: 1/4, Pages: 221-234 |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a After analysing the works of four American writers concerning education, the following conclusions were arrived at:There has been a move away from the accentuation of the rational, cognitive or reason of man to an accentuation of the irrational, affect or emotion of man. The reason for this movement is anthropological in the sense that it reacts against the technicalization and the scientification of man, which was brought about by the cognitive era of humanism. Accentuating the affective functions of man is the neo-humanist’s answer to the technicalized and scientiftcated estranged man. The aims of this article are to discuss the four neo-humanistic views of education and to answer the question whether a neo-humanistic view is anthropologically balanced. The conclusion was reached that a neo-humanistic view of education is anthropologically unbalanced or dual is tic. The accentuation of the affect or emotion of man leads to the minimization of the other functions of man. | ||
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