Selected Views on Human Nature and their Implications on Education
Keywords:
Psychoanalysis, Radical Behaviorism, Humanistic Psychology, Islamic Psychology, Education
Abstract
Even though evolution of time and scientific knowledge have provided humanity with the latest understanding on the concept of man, nevertheless man is too complicated to be comprehended in his entirety through any single study carried out on him. As for this reason, the study on man has become perennial in nature. Human nature as a topic more popularly discussed in psychology has caught the attention of many concerned parties from other fields of research. Perhaps some of the most interested people in the study of man will be theologians, philosophers, sociologists, psychologists, anthropologists, biologists, etc. It is highly improbable for parents, psychologists, counselors and teachers to render their best help and services to their subjects without having the proper understanding on the concept of man. Due to this fact, this qualitative study was conducted to analyze some selected views on human nature. Ideas provided by Psychoanalysis, Radical Behaviorism, Humanistic and Islamic psychologies were analyzed. Upon analyzing the different concepts on human nature, the researchers examined the implications and possible outcomes when such concepts are applied in the field of education. The textual-analysis method was employed in interpreting the relevant data of this study.References
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Al-Attas, S. M. N. (1978). Islam and Secularism. Kuala Lumpur: Muslim Youth Movement of Malaysia.
Al-Attas, S. M. N. (1989). Islam and the Philosophy of Science. Kuala Lumpur: The International Institute of Islamic Thought and Civilization.
Al-Attas, S. M. N. (1990). The Nature of Man and the Psychology of the Human Soul. Kuala Lumpur: International Institute of Islamic Thought and Civilization.
Al-Attas, S. M. N. (1991). The Concept of Education in Islam. Kuala Lumpur: International Institute of Islamic Thought and Civilization.
Al-Syaibany, O. Al-Toumi, M. (1991). Falsafah Pendidikan Islam. Shah Alam, Selangor: Hizbi Sdn. Bhd.
Ansari, Z. A. (1992). Qur’anic Concepts of Human Psyche. Islamabad: International Institute of Islamic Thought.
Ashraf, S. A. (1985). New Horizons in Muslim Education. Cambridge: Hodder & Stroughton.
Badri, M. B. (1979). The Dilemma of Muslim Psychologists. London: MWH London Publishers.
Badri, M. B. (2000). Contemplation: An Islamic Psychospiritual Study. Kuala Lumpur: Medeena Books.
Corey, G. (1986). Theory and Practice of Counseling and Psychothera (3rd ed.). California: Cole Publishing Company.
Fadimen, J., & Frager, R. (1994). Personality and Personal Growth (3rd ed.). New York: Harper Collins College Publishers.
Freud, S. (1948). An Autobiographical Study. London: The Hogarth Press &The Institute of Psycho-Analysis.
George, R. L., & Cristiani, T. S. (1990). Counseling: Theory and Practice (3rd ed.). Boston: Allyn and Bacon.
Hashim, R. (1996). Educational Dualism in Malaysia: Implications for Theory and Practice. Kuala Lumpur: Oxford University Press.
Hollitscher, W. (1946). Sigmund Freud. London: Kegan Paul, Trench, Trubner & Co., Ltd.
Ismail, A. M., & Amin, L. (2012). Islamic and western perpectives on exploring human nature in shaping new insights on human and humanity. Journal of Applied Sciences Research, 8(9), 4788-4794.
Jacobs, M. (1991). Sigmund Freud. London: SAGE publications.
Jarett,C. (2018). What are We Like? 10 Psychology Findings that Reveal the Worst of Human Nature, In https://digest.bps.org.uk/2018/10/12/what-are-we-like-10-psychology-findings-that-reveal-the-worst-of-human-nature/, Retrieved on 12/12/2018.
Langgulung, H. (1983). Teori-Teori Kesihatan Mental: Perbandingan Psikologi Moden dan Pakar-Pakar Pendidikan Islam. Selangor: Pustaka Huda.
Langgulung, H. (1989). The Ummatic Paradigm of Psychology. In The International Seminar on Islamic Philosophy and Science. Penang: University Sains Malaysia.
Langgulung, H. (1991). Kreativiti dan Pendidikan: Suatu Kajian Psikologi dan Falsafah. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Langgulung, H. (1995). Paradigm Shift: The Landmark of 21st Century Education. In The International Islamic University Malaysia. Selangor: The International Islamic University Malaysia.
Maslow, A. (1968). Toward a Psychology of Being (2nd ed.). New York: D. Van Nostrand.
Misiak, H., & Sexton, V. S. (1973). Phenomenological, Existential and Humanistic Psychologies. New York: Grune & Stratton.
Nasr, S. H. (1975). Islam and the Plight of Modern Man. London: Longman.
Othman, N. (2014). A Comparative Study between Western and Islamic Perspectives on Human Development and Life-Friendly Environment. Online Journal of Research in Islamic Studies, Vol.1,No.1 (Jan-April 2014).
Qutb, M. (1985). Islam and the Modern Materialistic Thought. New Delhi: Hindustan Publications.
Rafi-ud-din, M. (1990). Ideology of the Future. Islamabad: Da’wah Academy, International Institute of Islamic Thought.
Rahman, A. (1988). Muhammad: Encyclopedia of Seerah. London: Seerah Foundation.
Skeffington, J.S. (2016). Human Nature. Summer 2016. British Academy Review (Emerging Perspective).
Singh, S. (1985). Limitations of Freud’s Psychology. New Delhi: Munahiram Manoharlal Publishers Pvt. Ltd.
Wallace, W. A. (1986). Theories of Personality. Boston: Allyn and Bacon.
Watson, J. B. (1928). The Ways of Behaviorism. New York: Harper & Brothers.
Watson, J. B. (1970). Behaviorism. New York: W.W. Norton.
Published
2018-12-23
How to Cite
Abdul Razak, M. A., Shah Haneef, S. S., & Bte Mustapha, M. (2018). Selected Views on Human Nature and their Implications on Education. Dinamika Ilmu, 18(2), 151-166. https://doi.org/10.21093/di.v18i2.1069
Section
Articles
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