THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE : THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE: THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE

By TAN, Çetin, Dr.

Book Id: WPLBN0100750927
Format Type: PDF (eBook)
File Size: 18.76 MB.
Reproduction Date: 11/20/2025

Title:	THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE : THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE: THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE
Author:	TAN, Çetin, Dr.
Volume:
Language:	English
Subject:	Non Fiction, Education, Education, Educational Philosophy, Philosophy of Education, Educational Theory, Pedagogy, Human Development, Learning Sciences, Teaching Practice, Instructional Methods, Educational Psychology, Learning Styles, Curriculum Studies, Teacher Education, Educational Research, Social Aspects of Education
Collections:	Authors Community, Philosophy
Historic Publication Date:	2025
Publisher:	BZT TURAN PUBLISHING HOUSE

Member Page:	ANIL CAN
Citation APA MLA Chicago Çetin Tanitor, D. D., & Chicoitor, A. L. (Eds.). (2025). THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE : THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE. Retrieved from https://self.gutenberg.org/

Description
The question of what it means to be human has persisted as one of the most enduring inquiries of philosophy, anthropology, and education. From Max Scheler’s and Takiyettin Mengüşoğlu’s efforts to redefine humanity through philosophical anthropology, to Karl Jaspers’s insistence on communication as the ground of authentic existence, the search for the human essence continues to inform contemporary intellectual life. In the twentieth century, these inquiries became increasingly urgent as humanity faced new challenges brought by science, technology, and modern social structures—yet the central problem of the “human” remained timeless. This volume seeks to carry forward that intellectual trajectory by bringing together studies that examine humanity not only from philosophical but also from psychological, educational, and applied perspectives. The first set of contributions revisits the foundations of philosophical anthropology, analyzing Scheler’s ontological distinction between the psycho-vital and the spiritual, alongside Mengüşoğlu’s ontology-based critique that insists on the integrity of concrete human existence. In doing so, they highlight both the promise and the limits of anthropological theories in capturing the essence of humanity.

Summary
The question of what it means to be human has persisted as one of the most enduring inquiries of philosophy, anthropology, and education. From Max Scheler’s and Takiyettin Mengüşoğlu’s efforts to redefine humanity through philosophical anthropology, to Karl Jaspers’s insistence on communication as the ground of authentic existence, the search for the human essence continues to inform contemporary intellectual life. In the twentieth century, these inquiries became increasingly urgent as humanity faced new challenges brought by science, technology, and modern social structures—yet the central problem of the “human” remained timeless. This volume seeks to carry forward that intellectual trajectory by bringing together studies that examine humanity not only from philosophical but also from psychological, educational, and applied perspectives. The first set of contributions revisits the foundations of philosophical anthropology, analyzing Scheler’s ontological distinction between the psycho-vital and the spiritual, alongside Mengüşoğlu’s ontology-based critique that insists on the integrity of concrete human existence. In doing so, they highlight both the promise and the limits of anthropological theories in capturing the essence of humanity.

Table of Contents
CONTENTS PREFACE.................................................................................................................... iii CHAPTER 1 THE PROBLEM OF “HUMAN” IN MAX SCHELER AND TAKIYETTIN MENGÜŞOĞLU: AN EXAMINATION IN THE CONTEXT OF PHILOSOPHICAL ANTHROPOLOGY ...................................................................1 Dr. Rabia Can Pamuk CHAPTER 2 RECONSIDERING EDUCATION THROUGH DIALOGUE: KARL JASPERS’S CONCEPT OF COMMUNICATION .............................................. 17 Zehra Şekertekin CHAPTER 3 A MINDFULNESS-BASED PSYCHOEDUCATION PROGRAM TARGETING ADOLESCENTS’ IRRATIONAL BELIEFS, NEGATIVE AFFECT, AND PEER BULLYING ..................................................................................................................31 Dr. Atakan Yiğit Prof. Dr. Fikret Gülaçtı CHAPTER 4 THE ROLE OF READING ACTIVITIES ON ATTENTION LEVELS IN STUDENTS OF THE FACULTY OF SPORTS SCIENCES.............................. 73 Şeyma Satılmış Nuray Satılmış viii CHAPTER 5 GAMIFIED LEARNING IN IN-SERVICE TRAINING: OPPORTUNITIES AND CHALLENGES..........................................................................................................89 Dr. Tarkan Düzgünçınar CHAPTER 6 ANALYSIS OF THE PROBLEMS FACED BY TEACHERS IN THE PROCESS OF INCLUSIVE EDUCATION...........................................................113 Assoc. Prof. Dr. Çetin Tan Nazlı Yaylacı