SOUND OFF: Approach to teaching – examining the meaning of being human

May 13, 2026 | 9:36 AM

STUDENTS GO TO SCHOOL and learn different things in different classes. Beyond knowledge and skills, school is intended to help students gain deep understandings about themselves and others as human beings. This sentiment appears in the introduction to the BC Social Studies curriculum: “Students will develop both a deeper understanding of the differences between peoples and an appreciation of the aspects of human experience shared across time and space.”

However, this lofty idea should not be unique to Social Studies. Students can – and should – gain insights about being human from every class they take. These insights would join other “Big Ideas” defined for each course, ideas that represent “the deep understandings that students develop as a result of their learning,” as stated across curricula.

In order to help students develop such deep understandings, or insights, throughout their studies, I propose an approach to teaching that uses the BC curriculum to examine the meaning of being human. The proposed approach seeks to instill in students both the tendency and the skill to reflect on how what they learn reveals something profound about being human. Applying this approach can lead students to powerful insights that shape their perceptions and thinking about themselves, others and society (or humanity) as a whole.

The approach is relevant across subject areas. Research suggests meaning-making and existential reflection, as proposed here, contribute to students’ learning gains across topics and classroom contexts. These include conceptual understanding beyond procedural problem-solving; enhanced reasoning and deeper learning; the ability to integrate knowledge across disciplines and contexts; increased engagement, enjoyment and perceived relevance of learning; a sense of interconnectedness and shared humanity; ethical awareness and civic responsibility; engagement with complex issues; moral reflection and responsibility; personal connection to learning; critical reflection; agency and sense of purpose; development of moral and civic identity; the ability to address complex and rapidly changing conditions; and increased motivation and sense of autonomy. The approach also shifts teaching toward more student-centered and reflective pedagogy, contributing to richer classroom dialogue about meaning, identity and values.

It is important to note this approach is especially timely, as it aligns with and supports three prominent issues emphasized by the BC Ministry of Education and Child Care. First, it strengthens the integration of Indigenous ways of knowing, being and doing, as such examination can – and should – critically scrutinize Eurocentric conceptions of being human (i.e., classical humanism) and explore alternative understandings offered by Indigenous traditions. Second, by inviting reflection on students’ lived experiences, the approach supports and enriches commitments to diversity and inclusive education. Third, examining the meaning of being human addresses technological advances in recent decades, particularly the rapid development of artificial intelligence. As human-like characteristics increasingly appear in technology, the boundaries and meaning of being human become less clear. This growing ambiguity affects not only adults but also, and perhaps especially, young people.

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What might applying this approach look like in specific courses or topics? Here are some examples.

In Physics, while learning about space, a teacher might introduce the possibility that humanity may be effectively alone in the universe and then facilitate discussion about what this suggests regarding humanity’s (unique, rare or precious) place and value – both socially and individually – as well as our relationship to Earth.

In Biology, when discussing the human body, a teacher might raise the question of whether the body can be understood as a machine, and, if so, what this implies about free will and consciousness. Similarly, when studying DNA, the teacher might ask whether the human body is (merely) a carrier and protector of genetic material, and what this suggests about parenthood and responsibility toward one’s own body.

In Photography, while exploring street photography, students might analyze images that depict homelessness and consider what such representations reveal about being human and about social responsibility.

In Psychology, during the study of cognition and the relationship between language and thought, students might reflect on the uniqueness of language as a tool for meaning-making.

In History or Genocide Studies, teachers might challenge students to consider whether individuals who commit atrocities remain human (rather than being dismissed as “monsters”), thereby prompting reflection on the full range of human ethical capacity.

In Foods studies, when discussing the role of food in human life, a teacher might ask: ‘Do you eat to live or live to eat?’

Finally, in computer-related courses, students might explore a pressing contemporary question: What are the implications of artificial intelligence for what it means to be human?

To be sure, many teachers already incorporate such reflections into their teaching. However, in many courses, this existential and human-centered dimension of the curriculum remains limited, diluted or largely absent. As a result, teachers may not recognize it as an intentional pedagogical approach. Consequently, valuable opportunities to connect the curriculum to the human condition are often missed.

Admittedly, this approach may raise challenges or objections. Some may view it as too abstract, too difficult or ‘overly philosophical’. Others may argue there is insufficient time within an already crowded curriculum, teachers are not trained for this kind of instruction, or it lacks relevance to “real life.” However, based on both research and experience, I argue that because this approach is grounded in students’ lived experiences and can be naturally integrated into existing curriculum, all students are capable of developing meaningful insights about being human. It does not require significant additional instructional time and, as outlined above, offers substantial benefits for students’ intellectual, emotional, social, cultural and civic development. I also have strong confidence in teachers’ ability to enrich their students’ learning by facilitating thoughtful exploration of what it means to be human.

Important questions remain, not least regarding how and to what extent this approach can be applied in elementary contexts and in special education settings. Addressing these and other questions will require thoughtful and collaborative dialogue among educators, parents and other stakeholders. To explore these issues further and consider practical implementation, such dialogue is essential.

If you are interested in participating in this conversation, I invite you to contact me.

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Doron Yosef-Hassidim is a professional and a scholar in education with international experience working in K-12 and higher education institutions. Email: doron.hassidim@gmail.com

Editor’s Note: This opinion piece reflects the views of its author, and does not necessarily represent the views of CFJC Today or Pattison Media.

by Doron Yosef-Hassidim

SOUND OFF: Approach to teaching – examining the meaning of being human

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