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Holistic Education: An Approach for 21 Century, By: Farah Nathasha, TESL 2…
Holistic Education: An Approach for 21 Century
Introduction
Began to take form as recognizable field of study and practice in the mid-1980s in North America. (R, Miller 2003).
Seeks to challenge the fragmented and reductionistic assumptions of mainstream culture and education.
Aims for the fullest possible human development enabling a person to become the very best or finest that they can be and develop fully ‘those capacities that together make up a human being’ (Forbes, 2003).
Focuses on the relationship between the whole and the part and suggests that teaching and learning approaches need to be rooted in a larger vision.
The holistic vision includes a sense of the whole person who is connected to his or her urrounding context and environment. (J, Miller 2004)
Scott Forbes (2003): Holistic education claims to want
See the child as part of a whole (society, humanity, environment, spiritual)
Educate the student as a whole
Educate the whole child (all parts of the child)
Holistic education is, without a doubt, education for 21st century, directed towards developing human being with a global conscience, a vision of peace, love and intelligence (Nava, 2001).
The Goal of Holistic Education
Distinguishes holistic education from mainstream approaches to education
Lead to the views of human nature and meaningful living
Encapsulated by the term 'Ultimacy'
To control and shape children necessarily
Consists largely of unflding, uncovering or discovering of what is natural or inherent in the child.
Worldviews Underlying Holistic Education
Life Philosophy
Existance of a fundamental life.
Generates and organizes all beings in the cosmos.
Our lives have a purpose, direction, a meaning and a goal that transcends our personal egos and particular physical and cultural conditioning
deep and profound levels, “to the continuing evolution of life and the universe. (R Miller1991).
Ecological Worldview
an ecologically sensitive view of the educational process. (Hutchison, D.)
“ecological literacy”, where topics such as environmental issues, dialogues with nature, the interdependence of reality, and sustainability are explored.
Indigenous Worldviews
Emphasize the organic interconnectedness of all beings. (Nacagava 2002).
Build into the theories and practices of holistic education are: reverence for nature, the earth, the universe,
The Spirit; the interconnectedness and sacredness of reality; and human’s reintegration with nature.
Systems Theory
To explore comprehensive, cosmological models of the cosmic world.
“non-mechanistic, non-reductionistic” systemic sciences, including Jantsch’s theory of the self-organizing universe. (Yoshida, 1996)
Perennial Philosophy
Acknowledges multiple dimensions of reality. (Reality, Oneness, Wholeness, Multiple dimensions of reality) (Miller J, 2007).
Divine Reality substantial to the manifold world of things and lives and minds.
Feminist Thoughts
A caring-centered education that calls for the cultivation of relations of care in school.
Caring for the self, the inner circle, for distant others, for animals, plants and the Earth, for the human-made world and for the world of ideas.
"Partnership model of education" which included themes such as democratic and egalitarian structure, equal rights, peaceful conflct, respect, empathy, caring, non-violence, mutual responsibility, and connections the the Earth.
Four 'Pillars of Learning' in Holistic Education
Learning to Do
Change society through intelligence, responsible action
Linked learning a profession and to productive work
Learning to adapt to the needs of work and
ability to work in a team
Knowing how to take risks as well as take the
initiative.( Schreiner2005).
New types of skills, more behavioral than intellectual.
Learning to Leave Together
Learning to live responsibly, respecting and cooperating with other people
Overcome prejudice, dogmatism, discrimination, authoritarianism and sterotypes, and all that leads to confrontation and war.
Knowledge of the network of life.
Implies the development of knowledge and understanding of self and others.
Learning to Learn
The question to be answered as to be explored.
Empowering the attributes of consciousness to exercise skills such as paying attention, listening, perceiving, and developing curiosity, intuitiveness and creativity.
Stressed in conventional curriculum and in
‘rote learning’
Implies ‘the astering of the instruments of knowledge
themselves’ (Schreiner2005).
Learning to Be
The discovery of ones own being and the inner wisdom achieved through self knowledge.
Aiming at cultivating qualities of imagination and creativity; acquiring universally shared human values; developing aspect
The discovery of true human nature, and encounter with the essence of oneself
Historical Roots of Holistic Education
Socrates can be seen as a holistic educator because he encouraged each person to examine his or her own life: "know thyself."
Emerge as a vibrant and coherent intellectual movement
Traces back to indigenous cultures which recover sense of meaning and purpose in education. (Miller J, 2004).
Education is connected to a divine plan. 'We do not hem it in, we try to develop it' (Miller J, 2006).
Each person is a 'spiritual embryo' which is developing according to a divine plan and a teacher's duty is to eliminate as many obstacles to this development as possible
Making children learn things was not as important as keeping intelligence alive. (Montessori M, 1965).
Conclusion
Rooted in the fundamental realities of nature and existence
Containing the following broad characteristics,
It recognizes the cultures are created by people and can be changed by people
It is founded upon a "deep reverence for life" and for the unknown source of life
It is concerned with life experiences
It revolves around relationships
It nurtures the development of the whole person
Contribute a concern and mindfulness for others.
An approach to pedagogy to all types of learners
Basic Principles of Holistic Education
Freedom of Choice
Educating for a Participatory Democracy
New Role of Educators
Educating for a Global Citizenship
Holistic Education
Educating for Earth Literacy
The Central Role of Experience
Honoring Students as Individuals
Spiritually and Education
Educating for Human Development
Levels of Wholeness in Holistic Education
Wholeness in Society
A Whole Planet
Wholeness in Community
The Holistic Cosmos
The Whole Person
By: Farah Nathasha, TESL 2