I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

Mio@ ro humn bens sas /e4ro". Lower anjroh shate ft o$er
ftur. lL i" oriy h-;b.'ss who cluld re6oD (Big8e & Sbemis
199225).
'nEorv of humaniu forms thc bulk or th€
,,approach. lt i! an oudook dd way of life tEt
/ hurnan inter€sls and vales. It ha! at least tlEe
V hunanisn enst€ntialisl, hlll]@isln and scie<strong>rt</strong>ifio h
ClNical hunanjsm stehs tom ancient Greek tb€orv of
mental disiplin€. lt op€mtes o. the assmption that th. Dind of
humd beings is an lctive agent in relation to ils €t ironmeii dd
$at is also moratly reutral at bi<strong>rt</strong>h- Exislentialist hunoirm
emphasizes the aulonomous activc nature of hman beings within
each persd 'A pcrn tba! docs hi! om ih;!Es'. Iftjs tvPe of
hunanjsm includ€s self-actualization psycholos/ of l@ing
Scienrific hunanilm enpbasiza the eDbd.erent of hm,n
welfe tlnough lhe appli@tion of scienlific process to the solution
of the prevailing sooiai probleslg of huMn beinS!. ft s kind of
hurnanjsn hlmonias best with cognitive inienction Psycholo$/
(Bigge & Sh€mis. 1992: 25).
Cldsical hmanisn enersed at the close of the middle
ages, duing the Renaissance. lt emerged as an endcavor of pmple
lo Aain more urderstanding of the uive|se and themelves.
Classical hlllrEists believed $at hunan beings Ethu than the
Scripnre i.e., Gosp€l were lo b. the sia<strong>rt</strong>i's poiht in satisryine
humaniry's urse lowards individual developE€ . To gain
unde$tdding of the ideal mtue of humal bcin$, htmtanistic
schola$ tmed !o the cllssi.s ofthe ancient Cteece a Ron€. nle
resultins cldsical hlll]Bisn of the Renaissan@ wa! developed on
lhe assumption that a reutsl-&tiv€ rarioral dibj wbose dn€dion
of grc*th wa! lo bc provid€d iom wirhh not by yielding to dE
bel$t of every cbrnc€ iryuls€, bd by following pdmiPlB tlat e
individual formulaied for guidancc, coDsking of hamodou!
developnor of a[ peren's irher€nt pow6 so tbal no on€ hculty
was overdeveloped at the experue of others (Bigge & Shemis.
1992: 25-26).