Abstract
This chapter discusses the role of education in “humanizing the economy” and emphasizes its contribution to the development of a new socio-economic model that helps to overcome the irregularities present in contemporary society. It proposes the implementation of school practices aimed at the completeness of the individual and in favor of social balance. It also emphasizes the importance of the humanizing process in the attainment of values such as, justice, freedom, solidarity and cooperation, which are structuring values of social cohesion. The primary data focused on the Secondary Education in the Districts of Braga and Viana do Castelo, in the northwest of Portugal. Interviews were conducted with school principals as main actors in the research. In spite of the limitations of the work, the results show that, in Portugal, education is still focused on individualism. It is also noted that assimilation of social aspects and humanization is weak, which inhibits placing the individual at the center of economic concerns and produces negative externalities on economic and social performance including wellbeing.
TopThe School In The Humanizing Path
Humanization is a broad process that consolidates the development of social values and respects the individual as a whole. Such a process postulates the awareness of justice, freedom and solidarity. The relationship between these values lies in the internalized trust bestowed on the economic stakeholder (Hannah, Avolio, Luthans, & Harms, 2008; Mooradian, Renzl, & Matzler, 2006; Ring & Van de Vem, 1992); albeit, trust is sometimes used as a proxy for social capital (Helliwel & Hung, 2010). Individuals react negatively to the lack of trust that sometimes translates into social injustice (Reychav & Sharkie, 2010).
Key Terms in this Chapter
Education: This concept reveals the path for the individual to achieve fundamental rights and internalizes responsibilities, gaining knowledge of ‘self’ and ‘others’. It also reinforces cultural identity and fosters the creation of new social responses. Education takes on a new order of emancipation and respects the current demands of the economy. Education should be holistic to ensure bio-psycho-social development.
Economy: The system associated with the cautious management of resources that are available in a country and the world. The social economy includes values such as democracy, respect, social justice, citizenship, and collaboration. Additionally, personal and social qualities are pillars of the new knowledge-based economy that transcend the cognitive barriers. The economy should be free of the monetary and financial constraints while giving space to the humane dimension. It must become an instrument of creative and entrepreneurial dialogue, adapted to the multiple questions of society.
Solidarity: Is associated with values that foster social cohesion, unity, cooperativeness, team spirit, cohesion and harmony. Humanizing the education system needs to embrace these values and instill these in the learner.
Values: The notion is associated with principles, beliefs, ideals, codes, attitudes and norms. Values can be tangible (quantifiable) and intangible (qualitative) in nature. These notions help to make up the culture of the organization. Humanizing the economy transforms the structure of society to consolidate societal values in support of social inclusion and cohesion. The relationship between these values, namely, justice, freedom and solidarity, lies in the internalized trust imparted by the economic stakeholder.
Humanization: This notion is related to valuing the human being and knowing how to accept, respect and understand the other. It is a broad process that consolidates developing social values and respects the individual as a whole. Such a process postulates the awareness of justice, freedom and solidarity. Humanizing is further linked to raising the psychological state to a recommended performance that presupposes the individual is involved and committed.