FOUNDATIONS OF HUMAN-CENTRIC PEDAGOGY: THEORETICAL PERSPECTIVES AND PHILOSOPHICAL UNDERPINNINGS

Abstract

Education entails more than mastering skills or acquiring knowledge; it encompasses an unfolding of the self in connection to the wide world of people and things. Accordingly, education must be conceived as a holistic endeavor that supports the human person in the full breadth of their being—intellectual, emotional, social, spiritual, and corporeal—and addresses their increasing competence in living, doing, and being. Pedagogy—the necessary complement to curricular concerns—must therefore be explicitly framed within the humanizing paradigm. As contemporary education faces challenges of standardization, technological integration, and diverse student needs, there is an increasing emphasis on pedagogical models that center human values, empathy, and individual agency. This paper explores the foundational theories and philosophical principles underpinning human-centric pedagogy, a transformative approach to education that prioritizes the holistic development of learners. The paper critically examines key theoretical perspectives such as constructivism, humanism, and transformative learning, highlighting how each contributes to a deeper understanding of learner engagement and meaningful education. Additionally, it investigates philosophical underpinnings rooted in existentialism, pragmatism, and phenomenology, which advocate for education as a process of personal growth, self-awareness, and social responsibility. This foundational analysis aims to guide educators, policymakers, and researchers in designing pedagogical practices that truly prioritize human dignity and holistic development.