What aspects does the humanities field include?

Question 1: What does the humanities include? Humanism is the advanced part and core part of human culture, that is, advanced values and their norms. Its concentrated manifestations are: attaching importance to people, respecting people, caring for people and caring for people.

In short, humanism means attaching importance to human culture.

Humanism is a dynamic concept. "Cihai" wrote: "Humanism refers to various cultural phenomena in human society". As we all know, culture is a symbol, value and norm shared by human beings, a nation and a crowd. Symbol is the foundation of culture, values are the core of culture, and norms, including customary norms, moral norms and legal norms, are the main contents of culture.

Humanism refers to the advanced, scientific, excellent and healthy part of human culture.

Broadly speaking, it refers to culture; In a narrow sense, it refers to philosophy, especially aesthetics.

Humanities classification: culture, art, aesthetics, education, philosophy, Chinese studies, history, law (commonly known as rules).

classify

The classification of humanities is a simple and complicated matter. It's very simple, because the core of human nature is "people". As long as the appearance of this thing is related to the activities of "people", it can be classified as a class. It is complicated because people's lifestyles and habits are not only limited by regions, but also different in time. This has caused people's cognitive differences. So the culture it produces is different.

Seeking common ground while reserving differences is my classification method. Specifically, it is to seek the similarity of people's activities in different regions and at different times, and to retain controversial places. Therefore, I divide the humanities into the following categories:

Clothing culture: it is related to "clothing", including all items related to people's dress, such as clothing, jewelry, shoes and hats.

Dietary culture: it is related to "food", including all things that people can eat or are related to eating, such as vegetables, fruits, condiments, livestock products, aquatic products and processed products.

Architectural culture: related to "residence", including all things that people can live in or are related to living, such as caves, houses, attics, courtyards, etc.

Traffic culture: related to "travel", including all people's travel or travel-related items, such as horses, vehicles, planes, ships, etc.

Literature or education culture: a culture with special characteristics, such as helping people to master corresponding skills, communicate, popularize knowledge, and carry out large-scale activities.

Other cultures: cultures other than food, clothing, housing and transportation, such as business, management, religious beliefs, calligraphy and painting, music, festivals, military affairs, politics, martial arts, handicrafts, etc. The emergence of these cultures is related to people's professional division of labor and hobbies.

involve

Humanities classification: culture, art, aesthetics, education, philosophy, Chinese studies, history, law (commonly known as rules).

Secondary classification:

Culture: literature.

Art: Fine arts, movies, music, mythology, dance and opera.

Aesthetics: interdisciplinary (philosophy, art, psychology, ethics, literature).

Education: academic, scientific, quality (etiquette, accomplishment, moral character).

Philosophy: religion, thought.

Sinology: Philosopher, easy to learn.

History: China, Foreign Countries and the World.

Society: human rights, politics, economy and military affairs.

Question 2: What are the humanistic characteristics? Culture, art, aesthetics, education, philosophy, Chinese studies, history and law.

Question 3: What is the definition of humanistic connotation? What are the specific aspects? Humanistic connotation is not only the main content of spiritual civilization, but also affects the construction of material civilization. It is the core content that constitutes the cultural individuality of a nation and a region. It is an important measure to measure the degree of civilization of a nation and a region. The level of humanistic quality of citizens in a country depends to a great extent on the status and level of humanistic education in national education.

In western languages, humanistic connotation. In a narrow sense, it refers to a trend of thought in the Renaissance. Its core ideas are as follows: first, caring for people, putting people first, attaching importance to people's value, and opposing theology's suppression of human nature; Second, carry forward human rationality and oppose theology's depreciation of rationality; Thirdly, it advocates the harmony between spirit and flesh, based on the pursuit of transcendental spirit of earthly life, opposes the opposition between spirit and flesh in theology, and denies earthly life with the life of heaven. Broadly speaking, it refers to a cultural tradition in Europe that began in ancient Greece. The basic connotation of humanistic connotation is defined as three levels: first, humanity, which pursues human happiness and dignity, is a broad humanitarian spirit; Second, rationality, the pursuit of truth, is a broad scientific spirit; Third, transcendence, the pursuit of the meaning of life. Simply put, it is to care about people, especially their spiritual life; Respect the value of human beings, especially the value of human beings as spiritual beings. The basic meaning of humanistic connotation is to respect human values and spiritual values. (

Question 4: What are the main aspects of humanistic literacy? Generally speaking, humanistic quality is mainly composed of humanistic knowledge and skills, humanistic ability and methods, and humanistic spirit and quality. These three aspects are interrelated and form an organic whole. Among these three elements, humanistic knowledge plays a fundamental role and is the basis for the formation of the other two aspects; Humanistic ability and method is an important part, which mainly refers to the ability and method to analyze and solve problems between people, people and society, and people and nature; Humanistic spirit and humanistic quality mainly refer to the outlook on life, world outlook and values, the understanding and application of humanistic consciousness and attitude in social production and life, and the feelings, interests and motives for humanity. These spirits and qualities occupy the core position in all elements of humanistic literacy, which directly determines the trend of humanistic literacy.

Humanistic spirit is the core of humanistic quality. At present, people have different understandings of humanistic spirit. Some people think from the perspective of national cultural differences, and often come to the conclusion that the humanistic spirit of each country is different. Some people think that the content of humanistic spirit in each era is different, and the humanistic spirit in ancient China is different from that in China. In my opinion, human humanistic spirit may vary from time to time and country in some specific contents, but there is no fundamental difference in fundamental characteristics or essence. Human desire and nature are interlinked, which determines that there is no fundamental difference in humanistic spirit. Although there are various forms of expression, humanistic spirit is nothing more than the respect and guarantee of human life, rights, interests and values as individuals, the maintenance of the overall interests of society on the basis of realizing individual interests, and the care for the natural environment, the earth, the universe and other animals and plants on which human beings depend. It is a spiritual factor that occupies a core position in human culture.

Question 5: What other areas are there in people's livelihood and humanities? Hehe \r\nIt's good to revise your paper \ r \ nScientific Outlook on Development Research Report \ r \ n \ r \ nResearch location: Bowen 204 \ r \ n \ r \ Investigator: secretary of the Party branch of Tuguan- N Research topic: study and implement Scientific Outlook on Development, strengthen the cultivation of professional ability \ r \ n \ r \ nResearch purpose: clarify the profound connotation of Scientific Outlook on Development, analyze and solve problems with Scientific Outlook on Development's thought \ r \ n \ r \ nResearch process: 1, discuss in groups \ r \ n \ r \ n, and express your own opinions. \ r \ n \ r \ Survey summary: \ r \ n \ r \ Through this survey in Scientific Outlook on Development, we have a deeper understanding of the connotation of Scientific Outlook on Development, made clear the times and necessity of the Party's implementation of Scientific Outlook on Development, and learned to consciously use Scientific Outlook on Development to look at, analyze and solve problems. While implementing Scientific Outlook on Development, we should constantly combine it with our own professional ability, so as to make overall consideration and comprehensive analysis. \ r \ n \ r \ Scientific Outlook on Development, the first priority is development, the core is people-oriented, the basic requirement is overall coordination and sustainability, and the fundamental method is overall consideration. From the connotation of Scientific Outlook on Development, development, people-oriented, comprehensive, coordinated and sustainable, as all elements of Scientific Outlook on Development, are a unified whole, and no element can exist independently. Scientific Outlook on Development's proposal is based on the basic national conditions of China. China is still in and will be in the primary stage of socialism for a long time. Scientific Outlook on Development's proposal is based on this. Moreover, it is timely and necessary to scientifically judge and comprehensively grasp the development and changes of the international situation and correctly handle the development trend of world multipolarization, economic globalization and scientific and technological progress. It is of great significance for us to better adhere to the strategic thought that development is the last word, and to establish and implement Scientific Outlook on Development with all-round, coordinated and sustainable development. The establishment and implementation of Scientific Outlook on Development is a summary of the practical experience in the past 30 years of reform and opening up, and it is also an urgent requirement for promoting the comprehensive construction of a well-off society. To achieve the goal of building a well-off society in an all-round way, it is necessary to realize the overall coordination of economy, politics and culture. We must promote the coordinated development of socialist material civilization, political civilization and spiritual civilization, adhere to economic construction as the center, and realize economic development and all-round social progress; It is necessary to coordinate urban and rural development, regional development, economic and social development, harmonious development between man and nature, domestic development and opening up; A comprehensive and sustainable development approach must be adopted. \ r \ n \ r \ People-oriented comprehensive sustainable development is applicable to any field and at any time. 2008 is an unusual year for China. The grief of the Wenchuan earthquake tore everyone in China, and the joy of the Olympic Games inspired everyone in China. Between this sadness and joy, the world saw the power of China. After sorrow and joy, we should see the root of the party's governance. Our party comes from, is rooted in and serves the people. In any case, we should serve the people wholeheartedly, take the interests of the people as the fundamental starting point, be anxious about the people's urgent needs, and be people-oriented. People-oriented embodies the basic principles of Marxist historical materialism, which is the fundamental purpose of our party to serve the people wholeheartedly and to promote China's economic and social development. \ r \ n \ r \ The fundamental starting point of Scientific Outlook on Development is to seek sustainable development under the people-oriented core. China is a country with a large population, but it is also a country with relatively insufficient per capita resources. It is to solve the contradiction of insufficient resources. & gt

Question 6: What does the humanistic environment include? Quality-oriented education and the reform and construction of humanistic environment curriculum in schools.

School humanistic environment curriculum is also called hidden curriculum, hidden curriculum, potential curriculum, intangible curriculum and spontaneous curriculum. If someone talks about education involving concepts such as potential courses and hidden courses, then what he calls "potential courses, hidden courses" and "school humanistic environment courses" are basically the same thing. And vice versa, it refers to the course whose main content is the function of campus environment (including humanistic environment and interpersonal environment embodied in campus buildings) on students. Everyone just has a slightly different understanding of the concept of the school's humanistic environment curriculum. It is called "hidden curriculum, hidden curriculum", probably to emphasize the "non-dominant" characteristics of this kind of curriculum; The so-called "potential courses and intangible courses" probably want to emphasize the "difficult to summarize" characteristics of such courses; The so-called "spontaneous course" is probably to emphasize the characteristics of "randomness" and "informality" of this kind of course. We believe that the use of the term "school humanistic environment curriculum" can make this concept more specific and clear. It should be pointed out that there is a great difference between the school's humanistic environment curriculum and the comprehensive curriculum aimed at the worsening human natural environment problems in the world.

The name "school humanistic environment course" was first put forward by the author, but a similar concept was put forward by American scholar Jackson in his book "Life in the Classroom" 1968. If traced back to the source, Dewey put forward a similar meaning in his works such as Democracy and Education (19 16). What Dewey probably meant at that time was that students can receive two kinds of education at the same time and gain two kinds of knowledge: "one is consciously learned knowledge" and the other is unconsciously learned knowledge "; Consciously learned knowledge is what they learn through special study, while unconsciously learned knowledge is what they absorb into the formation of their character through being infected by the humanistic environment and interacting with others. Now it seems that these unconscious knowledge is actually learned in the school humanities and environment courses. This kind of course is basically equivalent to the "intangible education" that is often said in the world now, but "intangible education" also includes family and social education, so it has a wider scope. Although this kind of school humanistic environment course has always been an important goal pursued by most schools, in the past, we did not regard the school humanistic environment course as a course in theory or practice. So far, the curriculum plan promulgated by the state has not clearly defined the humanities and environment curriculum of the school. What is the reason? For this problem, we must also talk about the essence and characteristics of the school humanistic environment curriculum.

The essence and characteristics of school humanistic environment curriculum

As a course, the school humanistic environment course has long been recognized by many scholars of educational theory and curriculum theory at home and abroad, but there are still different views on what is the school humanistic environment course and its definition or concept. Here, just take the view of China scholars as an example:

Zheng Jinzhou believes that "the potential curriculum (hereinafter referred to as the school humanistic environment curriculum) is the experience that students unconsciously gain in the school situation".

Ban Hua believes that the school humanistic environment curriculum is "an indirect and hidden influence factor of in-class and out-of-class education, which works through the unconscious and non-specific psychological reaction of the educated".

Wu Yexian believes that the school humanistic environment course is a kind of "unplanned learning activity".

Chen Yukun believes that the curriculum of school humanistic environment is "the education that students receive outside the curriculum stipulated in the teaching plan".

Tang Xiaojie believes that the school humanistic environment curriculum is "the social relationship structure of the school (including classes), the values, attitudes, beliefs and other non-academic knowledge conveyed to students intentionally or unintentionally by the formal curriculum of the school".

Jin Yule believes that the school humanistic environment curriculum is "the non-public educational experience (including academic and non-academic) that the school intentionally or unintentionally transmits to students through the educational environment (including material, cultural and social relations)".

The similarity of the above viewpoints lies in that they all think that the school humanistic environment curriculum can be a kind of curriculum, and from their expressions, it can be seen that it is difficult to clearly stipulate the school humanistic environment curriculum, and its scope of application is quite wide. We summarize these understandings of the school humanistic environment curriculum, and then draw the first three obvious characteristics of the school humanistic environment curriculum, namely:

① ......& gt& gt

Question 7: What aspects does humanistic quality include? Humanistic quality education is realized through excellent humanistic culture, which is gradually formed through continuous accumulation, refinement and sublimation in the long river of history and develops with the development of human society. In today's era, it is of great significance and role to arm the minds of college students with excellent humanistic culture and cultivate their body and mind.

Question 8: What are the ways to master the necessary humanities knowledge? Generally speaking, humanistic quality includes four aspects.

(a) with humanistic knowledge. Humanistic knowledge is the basic knowledge of human beings in the field of humanities (mainly life), such as historical knowledge, literary knowledge, political knowledge, legal art knowledge, philosophical knowledge, religious knowledge, moral knowledge, language knowledge and so on. From; Generally speaking, there is little difference between humanistic knowledge and scientific knowledge and technical knowledge. J's humanistic knowledge is the most basic humanistic quality.

(2) Understand humanistic thoughts. Humanistic thought is the basic theory supporting humanistic knowledge. Logic. Humanistic thought exists and permeates humanistic knowledge, which is the unity of humanistic knowledge. If humanistic knowledge is individual and concrete, then humanistic thought is the theoretical system of J image. Compared with scientific thought, humanistic thought has a strong national color; Color and distinctive ideological characteristics. The core of humanistic thought is the basic cultural concept

(3) Master humanistic methods. Humanistic method is an understanding contained in humanistic thought: practical method. Humanistic method shows how humanistic thought is produced and formed. Learning to think and solve problems is an important aspect of humanistic quality. Different from the accuracy and universal applicability of scientific methods, humanistic methods focus on qualitative analysis and experience, which is related to the four modernizations.

(4) Follow the humanistic spirit. Humanistic spirit is the foundation of humanistic thought, humanistic method, production view and values, and it is the most fundamental and important humanistic thought and humanistic method. √ is the true meaning of human culture or civilization, and the national spirit and the spirit of the times are fundamentally the concrete manifestations of the spirit of message. Practicing humanistic spirit is the highest embodiment of humanistic quality. The quality of celebrities and humanities mainly depends on whether people have these four characteristics and the degree of development they have achieved in these four aspects.

Among the four aspects of humanistic quality, humanistic spirit is the core. Humanistic spirit is the basic spirit, basic idea and basic value orientation of culture from the perspective of article I; Humanism is a position, an attitude, a consciousness, and the ultimate value concern. Mainly manifested in: when dealing with man and nature, man and society, man and civil punishment, man is the basic starting point and the ultimate destination, highlighting the principle that man is the subject; In practice, the ultimate pursuit is to meet people's needs, emphasizing the principle of people-oriented; In the comparison between man and animals, it highlights the special position of man above animals, the spirit is more important than material, and the value of man is more important than the value of material; In the relationship between people, we emphasize mutual respect for each other's personal dignity and highlight the principle of equality for all. In a word, the essence of humanistic spirit is to care about people, cherish people's lives and pursue people's spiritual world.

Question 9: What aspects does culture include? 1. Culture is the total system of symbols (mainly words, supplemented by images) and sounds (mainly language, supplemented by phonology and notes) created, recognized and used by people in the process of constantly recognizing and transforming themselves and nature.

2. Culture in a broad sense refers to the sum of material wealth and spiritual wealth created by human beings in the process of social and historical development.

It includes three aspects: material culture, institutional culture and psychological culture. Material culture refers to all kinds of material civilizations created by human beings, including transportation, clothing, daily necessities and so on. , and it is a visible dominant culture; Institutional culture and psychological culture refer to life system, family system, social system, way of thinking, religious belief and aesthetic taste respectively, and belong to intangible recessive culture. Including literature, philosophy, politics and other aspects.

The spiritual wealth created by human beings includes religions, beliefs, customs, moral sentiments, academic thoughts, literature and art, science and technology and various systems.

Culture in a broad sense focuses on the essential differences between human beings and general animals, human social and natural, and the unique lifestyle of human Li Zhuo in nature, which covers a wide range, so it is also called big culture. With the development of human science and technology, the methods and viewpoints of human understanding of the world are also undergoing fundamental changes. The definition of culture is becoming more and more open and reasonable.

"Culture is not unique to human beings. We should interpret culture with a more open and tolerant attitude. Culture is a so-called humanistic phenomenon originated from life, and it is innate. Many words or actions in life have innate cultural attributes, and we may only call them showing noble instincts. " -Li Er and the origin of the ship.

In a narrow sense, it refers to social ideology and corresponding institutions and organizations.

In a narrow sense, culture refers to people's common social habits, such as food, clothing, housing and transportation, customs, lifestyles, behavioral norms and so on.