PREFACE
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, 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
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