• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.3
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• pp.264-273
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• 2016

Purpose: The purpose of this study was to investigate humanistic knowledge, emotional intelligence, and communication skills among nurses and to identify factors influencing the communication skills of nurses in five hospitals. Methods: Data were collected from 248 nurses in hospitals from August 25 to September 9, 2015. Data were analyzed with descriptive statistics, t-test, ANOVA, Pearson's correlations and enter method regression analysis using the SPSS/Win 22.0 program. Results: There were significant differences in humanistic knowledge according to religion, education, work department, number of night duty, pay level satisfaction, job satisfaction, and job performance. There were significant differences in emotional intelligence according to all general characteristics. There were significant differences in communication skills according to education, position, number of night duty, and job performance. Communication skills showed positive correlations with humanistic knowledge and emotional intelligence. Emotional intelligence correlated positively with humanistic knowledge. Emotional intelligence was a significant predictor and accounted for 32% of variance in the communication skills. Conclusion: To strengthen communication skills, programs need to be complemented in order to promote humanistic knowledge and emotional intelligence for nurses.

• Journal of the Health Care and Life Science
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• v.8 no.2
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• pp.95-104
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• 2020

This study was conducted in order to examine the effects of humanistic knowledge and empathy ability on cultural competence of nursing students. A convenience sample of 250 nursing students were recruited. The average scores were 2.50 for humanistic knowledge, 3.40 for empathy ability, and 3.33 for cultural competence. Humanistic knowledge had positive correlation with cultural competence. Also, the empathy ability was positively correlated with humanistic knowledge and cultural competence. Finally, cultural competence, empathy ability and level of academic score have shown to influence cultural competence. The research founds that humanistic knowledge, empathy ability and level of academic score influenced cultural competence of nursing students. Therefore, this study provides the basic information for improving the curriculum and quality of nursing for nursing students' cultural competency enhancement.

• Journal of Korean Critical Care Nursing
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• v.13 no.2
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• pp.45-59
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• 2020

Purpose : The purpose of this study was to identify relation of the communication skills, humanistic knowledge and professional quality of life and to investigate the enhancing ways of professional quality of life in intensive-care unit nurses. Methods : The study design was a descriptive survey from 152 intensive-care unit nurses, from December 1 to 30, 2019. The data analysis was with ANOVA, Scheffé test, Pearson's correlation coefficient and Multiple regression using the SPSS/WIN 23.0 program. Results : The factors affecting compassion satisfaction were communication skills (β=0.42, p=.001), satisfaction for working (β=0.61, p=.001), marriage (β=0.23, p=.005), humanistic knowledge (β=0.47, p=.008) and these factors explained 35.6%. The factors affecting secondary traumatic stress were job stress (β=0.19, p=.011), number of patients per nurse (β=-0.36, p=.004) and these factors explained 9.4%. The factors affecting burnout were job stress (β=-0.25, p=.001), communication skills (β=-0.29, p=.001), working period(β=-0.18, p=.010), satisfaction for working (β=-0.31, p=.001), self care (β=-0.11, p=.033) and these factors explained 36%. Conclusion : Therefore, it is necessary to develop solution to improve professional quality of life in intensive-care unit nurses. It needs to develop programs to improve communication skills and humanistic knowledge in order to enhance compassion satisfaction and to improve communication skills to prevent burnout.

• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.35-43
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• 2020

This study was conducted to examine the correlations between humanistic literacy, empathy ability, and interpersonal relationship, and to identify the influencing factors on interpersonal relationship of nursing students. Data were collected from 177 nursing students from March 4 to 14, 2019. Data were collected through personal interviews using a questionnaire. Data were analyzed using t-test, one-way ANOVA, Pearson's correlation coefficients, and stepwise multiple regression. Humanistic literacy according to the general characteristics showed significant differences in economic level. Interpersonal relationship according to the general characteristics showed significant differences in satisfaction with major. Interpersonal relationship showed significant positive correlations with humanistic literacy and empathy ability. Empathy ability, which accounted for 21% of the variance, were significant predictors influencing interpersonal relationship in nursing students. Strategies for nursing students are needed to increase Empathy ability.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.2
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• pp.187-205
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• 2020

The purpose of this study is to develop the elementary mathematics education program for the cultivation of humanistic imagination and characters through the link between mathematics and literature to find out its effectiveness. This study has verified the effectiveness of mathematics academic achievement, humanistic imagination and characters with the program development and preliminary program and application of this program for two years. After conducting classes on proportional expression and proportional distribution for 79 sixth-grade elementary school students (39 in the experimental class and 40 in the comparative class) in Seoul and Gyeonggi-do under this program, the researcher analyzed how the application of the program affects students' perception using pre- and post-examinations on mathematics academic achievement, humanistic imagination, and characters, including interviews with students, and analysis of outputs of the students. Studies have shown that the application of the elementary mathematics education program to foster humanities imagination and characters did not make any significant difference in mathematics academic achievement, and there were statistically significant differences in the subcategories of "reflection on life", "positive self-consciousness" and "humanistic imagination" categories, and there were no statistically significant differences in the "purpose of life" and "human relations" categories. However, the responses from the students' interviews showed that their perspectives of humans and the world has become wider and deeper. It also did not produce significant results for characters. As suggestions, the ministry should present the need to develop and distribute concerning materials for teachers, secure time for creative experience activities for convergence subjects, and operate practical and long-term training programs for teachers.

• The Mathematical Education
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• v.59 no.2
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• pp.185-199
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• 2020

The purpose of this study is to discuss what the incorporation of humanistic imagination into mathematics means to mathematics education and to suggest implications for mathematics education in school mathematics. Traditionally, mathematics has been perceived to be far from our life problems because it targets logical and pure abstract thinking. According to international mathematics and science studies such as TIMSS and PISA, Korean students have relatively high mathematics achievement in the international research, but their attitude toward mathematics is very negative and their awareness of why they are learning mathematics and their satisfaction with life is low. In mathematics education, linking mathematics with humanities imagination allows students to view problems of human life from a humanities perspective, and to have an understanding of others and reflect on themselves from a new perspective. The researcher introduces several examples of whether mathematics and humanistic imagination can be combined for mathematics education. In this study, the ultimate reason for learning mathematics is to achieve learners to realize the principles of life or Dharma, and to live a happier life. However, in order to expand its rich meaning by making these new attempts in mathematics education, the researcher argued that tolerance and patience are needed for many challenges and difficulties in improving the quality of mathematics content itself including applying humanistic imagination to mathematics properly.

• Journal of Educational Research in Mathematics
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• v.10 no.2
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• pp.263-277
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• 2000

mathematics holds a key position among the subject-matters of school education. Nevertheless, beyond Its Instrumental one, humanity-educational value of mathematics for the general public has been under estimated. For the past fifty years, in the our country there has not been enough systematic and profound examination and discussion concerning the goals of mathematics education in order to establish the philosophy of mathematics education. Thus, in this thesis we argue how mathematics education could contribute to the humanity education. For this, we examine how western educational theorists have emphasized the value of mathematics as humanity education and how their theories have been reflected in the goals of the modern mathematics education. First of all, we discuss Platonism as a philosophical basis of the traditional mathematics teaching mainly with Euclid's "Elements" since the ancient Greece and the relationship between mathematics education and humanity education in the light of this traditional thought. Next, we examine the thoughts of Pestalozzi, Harbert, Froebel who provided the theoretical basis for the public education since 19th century, and discuss the value of mathematics teaching in their humanistic educational thoughts. Also we examine the humanistic value of mathematics education in Dewey's educational philosophy, which criticized the traditional western ethics and epistemology, and established instrumen talism. Further, we analyze how such a philosophy of mathematics teaching is reflected mathematics education of 20th century, and confirm that the formation of Dewey's rational intelligence is one of the central aims of mathematics education of late 20th century. Finally, we discuss the ideals of humanistic mathematics education ; develop ment of the rational intelligence via 'doing knowledge'and change of mind via 'looking knowledge'. In this paper identify the humanistic values of mathematics education through the historical examination of the philosophies of mathematics education, and we could find significance as a fundamental study for one of the most important problems which Korean mathematics educational society confronts, that is establishing the philosophy of mathematics education.

• Lingua Humanitatis
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• v.1 no.1
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• pp.13-31
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• 2001

This essay seeks new possibilities in experimental thinking and to find ways in which philosophy can aid humanistic imagination. In emphasizing logical precision, philosophy has so far ignored the role of imagination in philosophical logic and limited itself to deductive logic. Despite the obvious fact that no degree of logical precision can fully account for, nor provide complete expression for, the vast range of human thought, other modes of thinking have suffered in the shadow of deductive logic. But these non-deductive models of thinking can in many cases better explain the emotive, aesthetic logic of the humanities. The kinds of models (deductive and non-deductive) in humanistic thinking include dialectic, abductive, analogic, pragmatic, inductive, and deductive logic. Each mode of logical thinking may be assigned a color that represents its emotive characteristics: red for dialectics (opposition): blue for abduction (transcendence); yellow for analogy (flexibility); green for pragmatics (peace); violet/purple for induction (fantasy); and finally orange for deduction (trust). And each mode can also be keyed to major areas in humanistic thought, making up the following connections: dialectic-red-history; abduction-blue-literature; analogy-yellow-philosophy ; pragmatics-green-religion ; induction-violet/purple-arts; and deduction-orange-science. These connections serve to illustrate the interrelationship between emotion and intelligence, leading us toward considerations of emotional intelligence and intelligent emotion. The former is increasingly gaining attention, as the effect of 'mood space' on intelligence is being scrutinized. That the rate of suicide among mathematicians is very high points to the need for careful study of the reverse relationship between emotion and intelligence, intelligent emotion. The need for the latter is all the more pressing, as the emergence of new technology is allowing, even forcing, us more and more to experience the world intellectually (i.e., sans emotive experience) through a new virtual space called cyberspace.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.11
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• pp.348-360
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• 2019

This study examined the influence of humanistic knowledge and occupational stress on the professional quality of life of clinical nurses. The data from 217 survey questionnaires collected from three general hospitals located in a metropolitan area from Jun 3 to 14, 2019 were used. The data were analyzed using a t-test, ANOVA, Scheffè test, Pearson's Correlation Coefficient, and Stepwise multiple regression with SPSS Statistics 23.0 program. The findings revealed a positive correlation between compassion satisfaction and humanistic knowledge and a negative correlation with Burnout. Burnout had a negative correlation with humanistic knowledge and a positive correlation with occupational stress and secondary traumatic stress. Secondary traumatic stress showed a positive correlation with occupational stress. Burnout, satisfaction for nursing, and working period were significant variables of the compassion satisfaction with an explanatory power of 48.5%. Compassion satisfaction, secondary traumatic stress, satisfaction for nursing, marriage, and occupational stress were significant variables of burnout with an explanatory power of 68.8%. Burnout and income were significant variables of secondary traumatic stress with an explanatory power of 21.9%. Burnout was found to be a significant variable of not only compassion satisfaction, but also compassion satisfaction. Therefore, efforts are needed to make efforts to prevent burnout.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.179-189
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• 2016

The aim of this study was to find out the possibilities of humanistic education through text analysis of the picture books of Korean fairy tales dealing with poverty and to discuss the educational implications. For this, the two researchers drew the literal roles of poverty and property in the common narrative structure of seven subject books and discussed the humanistic educational implications. The results are as follows. Firstly, the poverty of a main character was related to good personalities rather than negative personalities such as indolent disposition and formed affirmative values. Secondly, divine existence or animal helpers offered property to the good man in a unrealistic manner so that it emphasized the meaning of reward on their good nature. Thirdly, the bad character of wicked men following the good men was focussed on and their greed for property was the evidence of their wickedness. Most of them were punished because of the wicked motive so that it apparently highlighted the lesson of the good triumphing over the evil by the binary opposition structure. Fourthly, all the fairy tales made the characters treated based on the each personality: punishment or reward. However, the reward was usually property so that the property itself was depicted as a kind of blessings. Based on those findings, some humanistic educational implications were discussed.