The word humanistic is as an adjective. The American Humanism Association defines it as a democratic and ethical lifestyle that asserts that humans have the right and responsibility to give meaning and form for their own lives.
Humanistic education in any scale or level of education can embrace the values contained in the definition. To educate means that we must have to make the students grow and develop based on democratic and ethical principles.
Students as human beings have the right democratically and ethically so that they can achieve their life in the world according to themselves, their positive character traits to live. They have their own responsibilities and are determined to grow in their life with the traits they possess.
The task of teachers or lecturers is to discover all the strengths of their unique abilities so that teachers or lecturers can dig them up and grow. It’s a work based on moral and democratic values. In schools or campuses there is no difference and the limits are much less tacky because they are very much at odds with the humanistic meaning of education. Teachers, lecturers or schools and colleges should be able to demonstrate these traits.
In detail, Miriam-Webster explains the word humanistic. The human nature that is grown in the life of the school or campus is mandatory. Teachers and lecturers or schools are required to show their attitude of being gentle, friendly, or more appealing behavior
to others (students or students) in the classroom.
First, student learning should be self-directed. It embraces self-directed learning strategies. Teachers or lecturers are not angels of human form printing. However, students or students are expected to learn independently in accordance with a strong strategy. It’s very democratic. There is no strong dominance by teachers or lecturers especially if teachers or lecturers have only monotonous learning strategies. Self-study gives human meaning has its own advantages.
The second principle is that the school must produce students with a high curiosity and can find a way of learning. Teachers or lecturers should be able to guess about it or students about the nature of their learning so that they can learn effectively and efficiently.
The third principle is that teachers or lecturers understand it more on self-evaluation or self-evaluation. So, the lecturer is not an absolute super-appraiser. The advantages of each individual student or student should not be ruled out. This is an important principle in class and learning.
The principle is the feeling and also knowledge, important in the learning process. Teachers or lecturers should have a lot of knowledge or variety. By understanding the variation of learning strategies, teachers or lecturers are able to cultivate their feelings to apply each strategy on a contingency basis. Monotonous in teaching means killing the traits of the students’ motivation. This principle is mandatory, but it is often forgotten.
The last principle is the learning process that is best in a non-threatening environment. Teachers or lecturers should be able to grow a class or learning atmosphere that is not frightening. Teachers or lecturers should be able to provide a comfortable and warm learning atmosphere. In essence, there is no gripping moments that make the students fear. Good teachers or lecturers are those who can provide a comfortable condition.
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Dr. Djuwari Sarkawi is the managing editor of the journal and book division, STIE Perbanas Surabaya. He is also the guest lecturer at Ottimmo International Master-gourmet Academy, Surabaya; The advisor of Indonesia Association of Press Practitioners/ Journalists in East Java province (HIPSI), Indonesia. He is also the president of the International Association of Scholarly Publishers, Editors, and Reviewers (IASPER).
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