THE HUMAN QUEST IN EDUCATION: FROM PHILOSOPHY TO PRACTICE

The question of what it means to be human has persisted as one of
the most enduring inquiries of philosophy, anthropology, and education.
From Max Scheler’s and Takiyettin Mengüşoğlu’s efforts to redefine
humanity through philosophical anthropology, to Karl Jaspers’s insistence
on communication as the ground of authentic existence, the search for the
human essence continues to inform contemporary intellectual life. In the
twentieth century, these inquiries became increasingly urgent as humanity
faced new challenges brought by science, technology, and modern social
structures—yet the central problem of the “human” remained timeless.
This volume seeks to carry forward that intellectual trajectory by bringing
together studies that examine humanity not only from philosophical but
also from psychological, educational, and applied perspectives. The first
set of contributions revisits the foundations of philosophical anthropology,
analyzing Scheler’s ontological distinction between the psycho-vital and the
spiritual, alongside Mengüşoğlu’s ontology-based critique that insists on the
integrity of concrete human existence. In doing so, they highlight both the
promise and the limits of anthropological theories in capturing the essence
of humanity.
The following chapters extend the discussion into the realm of education
and communication. Jaspers’s conception of dialogue, central to his
philosophy, is here reinterpreted in light of contemporary pedagogical needs.
His claim that the self is realized only through meaningful encounters with
others situates communication at the heart of both philosophical reflection
and educational reform, offering valuable insights into today’s debates on
how education can foster authenticity, responsibility, and shared humanity.
Complementing these theoretical reflections, the volume also explores
empirical and practice-oriented approaches. A study of mindfulness-based
psychoeducation addresses adolescents’ irrational beliefs, negative affect,
and experiences of peer bullying, showing how contemplative traditions
can be adapted into secular educational contexts to cultivate awareness
and emotional resilience. Research conducted within sports sciences
examines how reading activities may enhance attention and reaction time,
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demonstrating the cognitive benefits of structured educational interventions.
Finally, the analysis of gamified learning in in-service training reveals how
the integration of game mechanics—points, badges, leaderboards, and
collaborative tasks—can transform adult learning, while also noting the
cultural and institutional challenges that must be addressed for effective
implementation.
Taken together, these contributions illustrate the interdisciplinary richness
of studying humanity and education in tandem. By bridging philosophy,
psychology, pedagogy, and applied research, the present work underscores
the continuing relevance of classical philosophical inquiries to contemporary
educational practices. It also highlights how innovative approaches—
mindfulness, cognitive interventions, and gamification—can revitalize the
learning process in both academic and professional settings.
It is our hope that this volume will encourage further dialogue across
disciplines, inspire future research, and provide both scholars and practitioners
with new perspectives on the timeless question: What is the human, and how
can education help us to become more fully ourselves?
Prof. Dr. Amelie L. CHICO
Assoc. Prof. Dr. Çetin TAN