Reconstructing The Paradigm of Humanistic Education Within Contemporary Philosophy of Education

Abstract

Abstract: This study aims to reconstruct the humanistic education paradigm within contemporary educational philosophy by examining its philosophical foundations, conceptual limitations, and relevance to emerging educational challenges, particularly digital transformation and artificial intelligence. This study employed a qualitative philosophical approach through critical philosophical inquiry and conceptual literature analysis. Relevant scholarly literature on humanistic education, progressive philosophy, critical pedagogy, and human-centered digital learning was critically examined and synthesized. The findings reveal that contemporary education faces significant challenges associated with instrumental learning orientations, educational dehumanization, excessive performance measurement, and technological dependency. These conditions highlight the need to reposition human development as the fundamental purpose of education. Accordingly, this study proposes the Integrative-Transformative Humanistic Education Paradigm (ITHEP), comprising four interconnected dimensions: humanization, emancipation, reflectivity, and humanistic digitalization. The proposed paradigm integrates individual development, critical consciousness, ethical responsibility, social engagement, and human-centered technological innovation. Its principal contribution lies in extending conventional humanistic education beyond individual self-actualization toward a more comprehensive philosophical framework that connects personal autonomy with collective responsibility and digital ethics. This reconstruction provides theoretical implications for contemporary educational philosophy and practical directions for curriculum development, pedagogical innovation, and educational policymaking. Further empirical research is recommended to examine its applicability across diverse educational contexts.

Keywords: Humanistic Education, Educational Philosophy, Humanization, Emancipation, Digital Transformation, Integrative-Transformative Paradigm.

Abstrak: Penelitian ini bertujuan merekonstruksi paradigma pendidikan humanistik dalam perspektif filsafat pendidikan kontemporer dengan mengkaji landasan filosofis, keterbatasan konseptual, dan relevansinya dalam menghadapi tantangan pendidikan modern, khususnya transformasi digital dan kecerdasan buatan. Penelitian ini menggunakan pendekatan kualitatif filosofis melalui kajian filosofis-kritis dan analisis literatur konseptual. Literatur akademik yang relevan mengenai pendidikan humanistik, progresivisme, pedagogi kritis, dan pembelajaran digital yang berpusat pada manusia dianalisis dan disintesiskan secara kritis. Hasil kajian menunjukkan bahwa pendidikan kontemporer menghadapi berbagai persoalan, seperti dominasi orientasi instrumental, dehumanisasi pendidikan, pengukuran capaian akademik yang berlebihan, dan ketergantungan terhadap teknologi. Kondisi tersebut menunjukkan perlunya menempatkan kembali pengembangan manusia sebagai tujuan fundamental pendidikan. Oleh karena itu, penelitian ini menawarkan Paradigma Pendidikan Humanistik Integratif-Transformatif (ITHEP) yang terdiri atas empat dimensi utama, yaitu humanisasi, emansipasi, reflektivitas, dan digitalisasi humanistik. Paradigma ini mengintegrasikan pengembangan individu, kesadaran kritis, tanggung jawab etis, keterlibatan sosial, dan inovasi teknologi yang berorientasi pada manusia. Kontribusi utama penelitian terletak pada perluasan paradigma pendidikan humanistik dari aktualisasi diri individual menuju kerangka filosofis yang menghubungkan otonomi personal, tanggung jawab kolektif, dan etika digital. Rekonstruksi ini memberikan implikasi teoretis bagi pengembangan filsafat pendidikan kontemporer serta arah praktis bagi pengembangan kurikulum, inovasi pedagogis, dan kebijakan pendidikan.

Kata Kunci: Pendidikan Humanistik, Filsafat Pendidikan, Humanisasi, Emansipasi, Transformasi Digital, Paradigma Integratif-Transformatif.