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In the run-up to the Swedish national election 2014, humanism became a central concept in the debate. Foreign policy is normally not very prominent in Swedish election debates, but ongoing developments in the surrounding world and intensified domestic polemics regarding immigration, generated focus on aid and refugee reception. In this debate, political parties as well as other key representatives repeatedly used words such as human, humane, humanity and humanitarian in order to describe a situation or to motivate a certain position. This thesis seeks to answer questions about how these concepts are used in the debate, what they mean and how the discourse forms policy and politics. The investigation is guided by a critical constructivist theory, and the analysis consists of four parts: Quantitative mapping of how the words are utilized; Semiotic analysis of the meaning of certain elements in the discourse; Analysis of representation; Discussion about how discourse forms reality.The results indicate that humanism is unanimously accepted as holding a positive meaning, or at least something that parties want to be associated with, which ought to differ it from other isms. There is a strong connection between discourse, political action, and reality. The study identifies a number of contexts where humanism occurs, namely: 1) Description of the Swedish society; 2) Support for Human Rights; 3) Sweden's responsibility to provide support; 4) Labelling certain politics, policies or reforms; 5) Description of situation in another country; 6) Description of another party; 7) Without direct reference to politics. In all categories of utilization of humanism, there were layers of meaning in the word choice or way a certain language was used. Differences in total frequency of humanism including all related key words can neither be explained by size of the party nor by the left-right political scale. There are however a number of factors that appear significant to understand variations in frequency, word choice and underlying norms and messages, including: normative context, political position (opposition/government), political color, media format, development norms, preconceived stereotypes, power-relations.

Text in Afrikaans / The actuality of the pedagogical question concerning the role of ideology, values and norms in the life of man in general and education specifically stimulated the interest of the author and prompted her to examine the past in this respect. The contemporary image of ideology, values, norms, personal and global philosophies are looked at in this study. Particular attention is paid to the ideologies that developed from the Renaissance e.g. Humanistic oriented Realism, Rationalism and Naturalism. Certain role players are briefly referred to. The Communist Educational System influenced more than half of the human race over a period of seventy years resulting in a thorough investigation into this system. The influence of People's Education in education in general was also scrutinized. Because so many South Africans are adherents of Calvinism it was important that attention was paid to: The philosophy of Calvinism; What it entails; How it originated and its impact on South African Education. Particular reference was made to the role of Christian National Education. It is fairly generally accepted that a new period in history of the West in relation to values, norms and education is being entered into. The period discussion is more concerned with spiritual development, culture knowledge and religion of the human race than political and military power, although, the latter is not excluded. It was also necessary to take note of the influence of the New Age movement on values and norms. The study is concluded with the evaluation of ideology, values, norms, personal and global philosophies. Some of the most important conclusions arrived at are that these aspects are interwoven and that education is pertinently influenced by the values, norms, culture, personal and global philosophies of the individual, community and government. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

Terry Tempest Williams, in Finding Beauty in a Broken World employs literary techniques that suggest dislocations and relocations of the human subject in ethical modes of being. Through narrative techniques, multidisciplinary language, and themes of conversation, gift-exchange, listening and response, Williams reflects ecological humanist mosaics, suggesting cooperative regeneration—an intersection of material beings facilitated by an ethical human imagination that listens, receives, and gives toward patterns of beauty, including, but not limited to, being human in a collective world. This eco-critical analysis of Williams’s work affirms the human being in post-humanist philosophy and repositions relational Romanticism for the 21st century.

Text in Afrikaans / The actuality of the pedagogical question concerning the role of ideology, values and norms in the life of man in general and education specifically stimulated the interest of the author and prompted her to examine the past in this respect. The contemporary image of ideology, values, norms, personal and global philosophies are looked at in this study. Particular attention is paid to the ideologies that developed from the Renaissance e.g. Humanistic oriented Realism, Rationalism and Naturalism. Certain role players are briefly referred to. The Communist Educational System influenced more than half of the human race over a period of seventy years resulting in a thorough investigation into this system. The influence of People's Education in education in general was also scrutinized. Because so many South Africans are adherents of Calvinism it was important that attention was paid to: The philosophy of Calvinism; What it entails; How it originated and its impact on South African Education. Particular reference was made to the role of Christian National Education. It is fairly generally accepted that a new period in history of the West in relation to values, norms and education is being entered into. The period discussion is more concerned with spiritual development, culture knowledge and religion of the human race than political and military power, although, the latter is not excluded. It was also necessary to take note of the influence of the New Age movement on values and norms. The study is concluded with the evaluation of ideology, values, norms, personal and global philosophies. Some of the most important conclusions arrived at are that these aspects are interwoven and that education is pertinently influenced by the values, norms, culture, personal and global philosophies of the individual, community and government. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

Aim of the pursuit {\clqq}The humanism and filantrophy in nursery`` is to find out if nurses participate on volunteery in nonprofit organizations. The aim was reached by two knowledge: at first {--} the hospital nurses don´t participate on volunteery in nonprofit sector, at second {--} in nonprofit organizations works mainly nurses. The hypothesis No.1 {\clqq}Nurses do participate on volunteery in nonprofit sector.`` was not confirmed, but it was confirmed from nonprofit organizations respondents. The hypothesis No.2 {\clqq}Nurses use principles of a humanism and filantrophy in their profession.`` was confirmed by the knowledge that more than a half of respondents use a humanism and filantrophy principles in their work .

The purpose and scope of this paper is to discuss the emergence of the individual in the eleventh and twelfth centuries in light of the societal changes occurring at the time, and to establish the fact that this beginning of individualism can be seen particularly in the arts of the time. The evidence presented gives rise to the supposition that the society of the eleventh and twelfth centuries can be defined as humanistic, given that humanism implies a concern with and a concentration upon life on earth as opposed to life in heaven.

Girolamo Savonarola lived at the apex of the Renaissance, but most of his biographers regard him as an anachronism or a precursor of the Reformation. Savonarola, however, was influenced by the entire milieu of Renaissance Florence, including its humanism. Savonarola's major work, Triumph of the Cross, is a synthesis of humanism, neo-Thomism and mysticism. His political reforms were routed in both the millennialist dreams of Florence and the goals of civic humanism. Hoping to translate the abstract humanist life of virtue into the concrete, he ultimately failed, not because the Renaissance was rejecting the Middle Ages, but because the former was reacting against itself. Florence, for all its claims of being the center of the Renaissance, was not willing to make humanist reform a reality.

Duke Humphrey of Gloucester is often given credit for the renaissance of English learning in the fifteenth century. It is true that the donations of books he made to Oxford, his patronage of English and Italian writers, and his patronage of administrators who had humanist training resulted in the transmittal of humanist values to England. But is it also true that these accomplishments were mainly the by-product of his self-aggrandizing style, rather than a conscious effort on the duke's part to promote learning. The duke, however, does deserve recognition for what he unwittingly may have done.