Humanistic Educational Philosophy for Overcoming Emotional and Behavioral Disorders in Students

Abstract

College students face various emotional and behavioral disorders including depression, anxiety, eating disorders, self-harm, substance abuse, insomnia, and suicidal thoughts. Additionally, behaviors such as social withdrawal and difficulty managing academic stress are common. This research aims to develop a robust hypothesis and framework for addressing these disorders through the lens of educational philosophy. This research is a systematic study of educational philosophy aimed at addressing emotional and behavioral disorders among college students. It employs a qualitative literature review, drawing from books, journals, and other documents for descriptive information without active field interaction, focusing instead on critical literature analysis for deeper insights. This research presents a philosophical framework aimed at addressing emotional and behavioral disorders in students. It advocates for a humanist educational approach that fosters the full potential of individuals cognitively, emotionally, socially, and morally within a supportive environment. Additionally, it highlights the importance of reconciliation through mindful presence to help students find a meaningful life. Emotional and behavioral disorders in students can be addressed through learning practices based on the philosophy of humanist education, which focuses on students as the center of learning and provides mindfulness-based learning that fosters a peaceful atmosphere. The researchers recommend that educational stakeholders formulate policies and learning guidelines that support emotional stability and productive student behavior.