Creative Humanism

​Creative Humanistic Philosophy of Education and Core Perpetualite Philosophy

By Erwin Angelo Baduria

Humanism in Global and
Cross-Cultural Education

By Erwin Angelo Baduria

Erwin Angelo V. Baduria

1. Understand humanism in education and its brief historical context.

2. Define humanism in global and cross-cultural education.

3. Understand the key characteristics and frameworks of humanism in global and cross-cultural education.

4. Understand the integration, pedagogical principle, and content and curriculum with humanism in global and cross-cultural education.

Objectives

Humanism is a philosophical and ethical stance that emphasizes the value, dignity, and agency of human beings. In education, it translates into learner-centered practices that:

• Foster individual autonomy and creativity

• Promote emotional well-being

• Encourage intrinsic motivation and critical thinking

• Embrace compassion, empathy, and social responsibility

Humanism in Education

Historical Context

Humanistic educational philosophy gained momentum in the mid-20th century through the work of thinkers like:

1. Carl Rogers: Emphasized unconditional positive regard and the importance of the student-teacher relationship.

2. Abraham Maslow: Introduced the hierarchy of needs, with self-actualization at the top.

3. Paulo Freire: Advocated for education as a liberating force in Pedagogy of the Oppressed, highlighting dialogue, critical consciousness (conscientização), and respect for the learner’s cultural context.

Humanism in Global and Cross-Cultural Education

Global and cross-cultural education prepares students to understand, appreciate, and effectively interact with people from different cultures, promoting a shared responsibility for global issues like peace, sustainability, human rights, and equity.

Key Characteristic of Humanism in Global and Cross-Cultural Education

• Global Citizenship: Understanding one's role in the global community.

• Intercultural Competence: Communicating respectfully across cultures.

• Pluralism and Inclusion: Valuing multiple perspectives and diverse knowledge systems.

• Social Justice Orientation: Challenging oppression and advocating for equality.

Multiple Choice

Which of the following does not translate education as learner-centered practice?

• Foster individual autonomy and creativity

• Promote emotional well-being

• Embrace compassion, empathy, and social responsibility

• Encourage extrinsic motivation

Multiple Choice

What does global and cross-cultural education promotes?

• responsibility for global issues

• accountability of the effects of own actions

Multiple Choice

It is described as challenging oppression and advocating for equality.

• Global Citizenship

• Intercultural Competence

• Pluralism and Inclusion

• Social Justice Orientation

Major Frameworks of Humanism in Global and Cross-Cultural Education

• UNESCO’s Global Citizenship Education (GCED): Promotes learners’ understanding of global issues, intercultural understanding, and ethical responsibility.

• Intercultural Competence Model (Deardorff, 2006): A framework integrating attitudes (openness, curiosity), knowledge (cultural self-awareness), and skills (observation, listening, interpretation).

Integration Humanism in Global and Cross-Cultural Education

It creates a learning environment that:

a. Respects the dignity and voice of all learners, regardless of background

b. Encourages dialogue across difference

c. Facilitates self-reflection and cultural humility

d. Develops globally engaged, ethically motivated individuals

Humanism in Global and Cross-Cultural Education: Pedagogical Principle

a. Learner-centered curriculum that draws from students’ cultural knowledge

b. Dialogue-based instruction to replace authoritarian, top-down teaching

c. Ethical inquiry: Encouraging moral reasoning around global and local issues
d. Collaborative, project-based learning with international partners or diverse community contexts

Humanism in Global and Cross-Cultural Education: Content and Curriculum

a. Multicultural and postcolonial perspectives in history, literature, and philosophy

b. Global issues: climate change, human rights, migration, inequality

c. Comparative ethics and belief systems

d. Use of Indigenous knowledge systems and non-Western philosophies

Multiple Choice

What is the goal of UNESCO’s Global Citizenship Education (GCED)?

• Advocate learners’ understanding of social justice that promotes equality to all basic needs.

• Promotes learners’ understanding of global issues, intercultural understanding, and ethical responsibility.

Multiple Choice

Which of the following does not create learning environment in the integration of humanism in global and cross-cultural education?

• dignity and voice of all learners

• dialogue across difference

• involvement of stakeholders

Multiple Choice

It is a pedagogical principle about encouraging moral reasoning around global and local issues.

• Ethical Inquiry

• Learner-centered Curriculum

Humanism in global and cross-cultural education represents a powerful vision for 21st-century learning—one rooted in empathy, dignity, and justice. By combining learner-centered philosophies with inclusive, globally minded content and pedagogy, educators can cultivate not only knowledgeable students but compassionate, engaged citizens ready to contribute to a diverse and interconnected world.

References & Resources

• Freire, P. (1970). Pedagogy of the Oppressed

• Maslow, A. H. (1943). A Theory of Human Motivation

• UNESCO. (2015). Global Citizenship Education: Topics and Learning Objectives

• Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy

• Deardorff, D.K. (2006). The Identification and Assessment of Intercultural Competence as a Student Outcome

• Rüsen, J. & Laass, H. (Eds.). (2010). Humanism in Intercultural Perspective

• Brill Education Journal (2022). A Humanistic Approach to Education 2030 in China
  
  

Thank you!