| This study is a philosophical analysis of the construct humanistic education. Its purpose is to provide an identity and meaning to that construct. The design of this study incorporates both traditional and linguistic analysis for gaining insight into humanistic education. The generic, differentiating, and conditional definitions are derived from wide-ranging authorities.;This research is intended for practitioners, researchers, and administrators who wish to explore or implement the principles and practices of humanistic education.;Due to the nature of this study the literature review is integrated into the main body of the research. The data for the analysis is drawn from the literature reviewed.;The methodology is a syncretistic combination of both traditional and linguistic analysis of the meaning of the construct humanistic education. The meaning of humanism as perceived by four humanistic philosophers is explored. This concept also is defined generically, differentially, and conditionally. Then four humanistic educators' interpretations of education are explored. This concept is then defined generically, differentially, and conditionally. The two terms are conjugated and their meaning in combination is explained. The conclusion proposes the principles and goals of the construct humanistic education.;The primary goal of humanistic education is well-being. In addition, four common themes are consistent with the goal of well-being: recognition of human worth, acknowledgement of human dignity, the education of humane values, and the full development of human potentials. The two factors around which humanistic education revolves are the scrutiny of values and education of feelings. The goal of this philosophy of education is not to impose values and feelings but to bring them out and reflect upon them.;The study is intended to evoke interest in further implementation of and research into humanistic education, and its application to American education. |
