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not isolate learning into several different components. Martin (2002) illustrates this point further by stating that, "Many alternative educators argue instead that who the learners are, what they know, how they know it, and how they act in the world are not separate elements, but reflect the interdependencies between our world and ourselves". Included in this idea of connections is the way that the classroom is structured. Holistic school classrooms are often small and consist of mixed-ability and mixed-age students. They are flexible in terms of how they are structured so that if it becomes appropriate for a student to change classes, (s)he is moved regardless of what time of year it is on the school calendar.
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495:. Transdisciplinary inquiry is based on the premise that division between disciplines is eliminated. One must understand the world in wholes as much as possible and not in fragmented parts. "Transdisciplinary approaches involve multiple disciplines and the space between the disciplines with the possibility of new perspectives 'beyond' those disciplines. Where multidisciplinary and interdisciplinary inquiry may focus on the contribution of disciplines to an inquiry transdisciplinary inquiry tends to focus on the inquiry issue itself."
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communication is expected and differences between people are respected and appreciated. Cooperation is the norm, rather than competition. Thus, many schools incorporating holistic beliefs do not give grades or rewards. The reward of helping one another and growing together is emphasized rather than being placed above one another.
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is an integral aspect in holistic education. As relationships and learning about relationships are keys to understanding ourselves, so the aspect of community is vital in this learning process. Scott Forbes stated, "In holistic education the classroom is often seen as a community, which is within the
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is emphasized as opposed to the fragmentation that is often seen in mainstream education. This fragmentation may include the dividing of individual subjects, dividing students into grades, etc. Holism sees the various aspects of life and living as integrated and connected, therefore, education should
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is also an important factor in the learning process. People learn better when what is being learned is important to them. Holistic schools seek to respect and work with the meaning structures of each person. Therefore, the start of a topic would begin with what a student may know or understand from
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is another concept that connects to meaningfulness. In finding inherent meaning in the process of learning and coming to understand how they learn, students are expected to self-regulate their own learning. However, they are not completely expected to do this on their own. Because of the nature of
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involves a change in the frames of reference that a person might have. This change may include points of view, habits of mind, and worldviews. Holism understands knowledge as something that is constructed by the context in which a person lives. Therefore, teaching students to reflect critically on
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Religious; as in becoming "enlightened". You see the light out of difficulties and challenges. This can be done through increased spirituality. Spirituality is an important component in holistic education as it emphasizes the connectedness of all living things and stresses the "harmony between the
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Many scholars feel the modern "look and feel" of holistic education coalesced through two factors: the rise of humanist philosophies after World War II and the cultural paradigm shift beginning in the mid-1960s. In the 1970s, after the holism movement in psychology became much more mainstream, "an
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In July 1979, the first
National Holistic Education Conference took place at the University of California at San Diego. The conference was presented by The Mandala Society and The National Center for the Exploration of Human Potential and was titled Mind: Evolution or Revolution? The Emergence of
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referred to this as "self-actualization". Education with a holistic perspective is concerned with the development of every person's intellectual, emotional, social, physical, artistic, creative and spiritual potentials. It seeks to engage students in the teaching/learning process and encourages
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In holistic education, the teacher is seen less as person of authority who leads and controls but rather is seen as "a friend, a mentor, a facilitator, or an experienced traveling companion". Schools should be seen as places where students and adults work toward a mutual goal. Open and honest
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An application of holistic education to a curriculum has been described as transformational learning where the instruction recognizes the wholeness of the learner and that he and the curriculum are not seen as separate but connected. According to John Miller, the position is similar to the
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how we come to know or understand information is essential. As a result, if "we ask students to develop critical and reflective thinking skills and encourage them to care about the world around them they may decide that some degree of personal or social transformation is required."
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Holistic
Education. For six years after, the Holistic Education Conference was combined with the Mandala Holistic Health Conferences at the University of California, San Diego. About three thousand professionals participated each year. Out of these conferences came the annual
151:. This involved the method that focused on the whole person instead of one or some segments of an individual's experience. It formed part of the view that the world is a single whole and that learning cannot be separated from all of man's experiences.
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Forbes, Scott H. and Robin Ann Martin. What
Holistic Education Claims About Itself: An Analysis of Holistic Schools' Literature. Paper presented at the American Education Research Association Annual Conference (San Diego, California, April 2004). 26
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Els, C.J., du Toit, C. & Blignaut, A.S. (2009). A holistic learner-centred interpretation model for South
African education as an interdisciplinary Social Science. Journal of Educational Studies, Volume 8 (3) (University of Venda,
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Els, C.J., du Toit, C. & Blignaut, A.S. (2009). A holistic learner-centred interpretation model for South
African education as an interdisciplinary Social Science. Journal of Educational Studies, Volume 8 (3) (University of Venda,
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Robin Ann Martin, Alternatives in
Education: An Exploration of Learner-Centered, Progressive, and Holistic Education. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1–5,
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The term holistic education has been attributed to the South
African military leader, statesman, scholar and philosopher, Field Marshal General Jan Christiaan Smuts (1870-1950), who is noted for his role in the foundation of the
443:. In learning about their relationships with others, there is a focus on social "literacy" (learning to see social influence) and emotional "literacy" (one's own self in relation to others). Third, children need to learn about
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is a movement in education that seeks to engage all aspects of the learner, including mind, body, and spirit. Its philosophy, which is also identified as holistic learning theory, is based on the premise that each person finds
170:, Smuts describes "holism" as the tendency in nature to form wholes that are greater than the sum of the parts through creative evolution. Today, this work is recognized as the foundation theory for
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Psychological; as in Maslow's "self-actualization". Holistic education believes that each person should strive to be all that they can be in life. There are no deficits in learners, just differences.
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Forbes, Scott H. Values in
Holistic Education. Paper presented at the Third Annual Conference on Education, Spirituality and the Whole Child (Roehampton Institute, London, June 28, 1996). 9 pages.
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With the goal of educating the whole child, holistic education promotes several strategies to address the question of how to teach and how people learn. First, the idea of holism advocates a
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It is difficult to map the history of holistic education, as in some respects its core ideas are not new but "timeless and found in the sense of wholeness in humanity's religious impetus".
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emerging body of literature in science, philosophy and cultural history provided an overarching concept to describe this way of understanding education – a perspective known as
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In describing the general philosophy of holistic education, Robin Ann Martin and Scott Forbes (2004) divided their discussion into two categories: the idea of "ultimacy" and
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larger community of the school, which is within the larger community of the village, town, or city, and which is, by extension, within the larger community of humanity."
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329:) on the one hand, and the Humanities, Arts, and Social Sciences (HASS) on the other, have found new holistic common ground, as demonstrated in consensus reports on
174:, complexity theory, neural networks, semantic holism, holistic education, and the general systems theory in ecology. Smuts' "holism" was also the inspiration for
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Undefined; as in a person developing to the ultimate extent a human could reach and, thus, moving towards the highest aspirations of the human spirit.
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community in holistic education, students learn to monitor their own learning through interdependence on others inside and outside of the classroom.
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as the originator of the modern model of holistic education. Steiner, particularly, developed a holistic education framework based on the works of
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is key in allowing students to feel that they are not rushed in learning concepts studied, nor are they held back if they learn concepts quickly.
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447:. This entails overcoming difficulties, facing challenges and learning how to ensure long-term success. Fourth, children need to learn about
620:. Some educators feel that holistic education is a part of holistic practices, while others feel that they are totally separate concepts.
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Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning, gives attention to
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In holistic education the basic three R's have been said to be education for: Relationships, Responsibility and
Reverence for all life.
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The
Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education. Branches from the Same Tree
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Various attempts to articulate the central themes of a holistic education, seeking to educate the whole person, have been made:
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325:. Since the early 2000s, some of the historically separate academic areas, Science, Technology, Engineering, and Mathematics (
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The explicit application of holistic ideas to education has a clear tradition, however, whose originating theorists include:
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Smuts is considered the founder of "Holism", which he derived from the Greek word ολος, which means "whole". In his 1926 book
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through connections to their local community, to the natural world, and to humanitarian values such as compassion and peace.
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and primary human values within the learning environment". The term "holistic education" is often used to refer to a type of
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There is a debate on whether holistic education is connected to education in holistic health or spiritual practices such as
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Root, Waverley (1952). "Jan Christian Smuts. 1870-1950". Obituary Notices of Fellows of the Royal Society. 8 (21): 271–73.
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Curriculum is derived from the teacher listening to each child and helping the child bring out what lies within oneself.
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163:. He drew from the ancient Greek conceptualization of holistic education to propose a modern philosophy of learning.
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Information on holistic conference contributors, topics, and current availability of these Holistic Health Journals
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K. Husbands Fealing, A. Incorvaia, and R. Utz, "Humanizing Science and Engineering for the Twenty-First Century."
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Miller, R. (2004) "Educational Alternatives: A Map of the Territory". Paths of Learning, 20, 20-27. Available:
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Durkheim, E. & Giddens, A. (1972). Emile Durkheim: selected writings. Cambridge: Cambridge University Press.
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Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success
205:. It introduced the concept of "imaginative teaching" and its role in the learner's self-actualization.
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their worldview, what has meaning to them rather than what others feel should be meaningful to them.
453:– This encourages the student to see the beauty of what is around them and learn to have awe in life.
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Holistic education's origins has been associated with the emergence of the concept of instruction in
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Third, along the same thread as the idea of connections in holistic education, is the concept of
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approach to learning. Rather than seeing education as a process of transmission and transaction,
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439:. This involves learning self-respect and self-esteem. Second, children need to learn about
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321:. Holistic education became an identifiable area of study and practice in the mid-1980s in
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This article needs the attention of experts. Full citations are also missing throughout.
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Miller, John P.; Nigh, Kelli; Binder, Marni J.; Novak, Bruce; Crowell, Sam (2018).
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Adler, A. (2003). Understanding human nature. Whitefish, MT: Kessinger Publishing.
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Crafford, F.S. (2005). Jan Smuts: a biography. Whitefish: Kessinger Publishing.
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Rudolf Steiner's Pedagogy of Imagination: A Case Study of Holistic Education
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Title Page of the 1926 book ":Holism and Evolution" by Jan Christiaan Smuts
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Essential Learning Theories: Applications to Authentic Teaching Situations
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Holistic education aims at helping students be the most that they can be.
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Reshaping Learning: Frontiers of Learning in a Global technology Context
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Integrating Social and Behavioral Sciences Within the Weather Enterprise
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Free to Be Mohawk: Indigenous Education at the Akwesasne Freedom School
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Smuts, J.C. (1926). Holism and Evolution. London: Macmillan & Co.
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School movements that incorporate elements of holistic education
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Ron Miller, 1999, A Brief Introduction to Holistic Education
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Social ability (more than just learning social skills).
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Huang, Ronghuai; Kinshuk; Spector, J. Michael (2012).
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669:. Lanham, MD: Rowman & Littlefield. p. 120.
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1018:. Toronto: University of Toronto Press. p. 11.
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423:belief that there is "that of God in every one".
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724:. Hershey, PA: IGI Global. p. 227.
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473:transformative learning
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363:sagacious competence
168:Holism and Evolution
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