A thematic research proposal How could holistic education prepare students thrive in today's world

2015

The aim of this study is to analyze the concept of “holistic” and to discuss the positive reflection of this concept to education. By documentation analysis method, related literature has been scanned. A conclusion has been put forward and some suggestions have been offered to improve our current education system which is based on positivist approach. The reference source of positivist, modern, idealistic, essentialist and traditional education is behaviorism. A parallelism can be drawn between the insight which aims to improve the individual in mostly mental aspect and materialistic worldview. Intelligence is in the forefront for this approach which handles the individual with only materialistic aspect. However, human being is a whole consisting of both matter and sense. The only way to achieve perfection in education is to balance the factors including body, mind, soul, feelings and thoughts equally.Keywords: holistic, holistic approach, holisticism in education

The holistic education movement emerged in the mid-1980s as a response to the then dominant worldview of mainstream education. It is an educational paradigm that integrates the idealistic ideas of humanistic education with spiritual philosophical ideas. Holistic education theorists propose an integration of what most progressive and democratic movements in education assume should be kept separate: spirituality and humanistic ideals. While these two paradigms may be combined philosophically, the author questions whether they can be jointly applied in a single approach to education. This book investigates this question by exploring the pedagogical application of the philosophical principles advocated by leading theorists in the field of holistic education in four selected school systems: Waldorf Schools, Montessori Schools, Reggio Emilia Schools, and Neohumanist Schools. The analysis and detailed description of the pedagogy in these school systems helps illuminate issues involved in the application of holistic education. This book will be especially useful to educators who are seeking to broaden their understanding of the theory and practice of holistic education.

2013

Education, like all the other fields in society, is influenced by social, technological, political happenings. The catastrophic environmental crisis and nuclear destructions in the 1960s and 1970s and the increasing corruptions, the breakdowns in family life, moving away from traditional, social and religious values worried people. Besides all these undesired changes, people began to lead a more routine life and devote their lives to values of materialist world. A group of sensitive educators reacted against people's moving away from traditional values and losing their "spirit" and they insisted that education should nurture development of the whole person in terms of intellectual, emotional, physical, social, aesthetic and spiritual. In addition, they also believed that in educational process human values such as peace, honesty, equality, cooperation, love, and understanding should be taken into consideration. Emerging from such opinions, holistic education has gained importance among the educators in the world. This study is based on the historical roots, definitions, philosophies and principles of holistic education are explained.

INTRODUCTION When trying to search for the solutions for most of the problems we face in the twenty first century, we come across with the notion of education. The magical formulations that will work to resolve all the problems, flaws, and impossibilities in various fields were sought out in education. The order in the functioning of the governments, peace and welfare of the folks and the happiness of the individuals are all related to the efficiency in education. In case of the contrary of these conditions, the inadequacy of education is put forward as the possible causes. The philosophy of education is relevant to philosophy in general in terms of its goals and is indirectly connected to it in terms of its methods. Moore suggests to look carefully to the nature of philosophy in order to understand this relation and claims that the metaphysical problems till Plato are fake because the supposedly problems are a result of the misuse of language. Moore asserts that similarly the philosophy of education should direct its route to the determination and elimination of fake problems. The many problems in education are not conceptual but rather actually practical. These problems must no doubt be solved but furthermore the route of the philosophy of education should move from the analysis of educational concepts. Moore states that linguistic analysis of educational theories and practices must not be the focus of the study of educational philosophy (Moore, 2010, 1-1). The philosophy of education should head for the sub-disciplines of philosophy that keep company with education. Education is an important concern of the past and present and many people studying in different fields are engaged to it. Education has always been a field of study that struggles to carry humankind to better conditions. The aim of the present paper is present how education is connected to the three disciplines of philosophy and to propose a new way of investigation for the philosophy of education. The educability of mankind as a type of being will be discussed in relation to ontology, the educability of mankind by presentation of episteme will be discussed in relation to epistemology and finally the generation of morals through the input of episteme will be discussed in relation to ethics. The consideration of education together with ontology, epistemology and ethics will lead us to a new way of investigation in the philosophy of education. The nature of education and its relation with philosophy Education aims to provide individuals with skills and knowledge which will allow them to define and realize their targets (Phillips, 2008, para.1). It is also possible to see the phenomenon of education as a group of activities that work in various logical levels. The fact that makes them logical is that each level is dependent on and rises from the lower level (Moore, 2010, 1). According to Kant, humans are

Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, 2018

One of the main challenges of contemporary society is its incessant focus on developing individuality and personal objectives. A shift in paradigm will remove the dominant logic paradigm which impedes holistic development that is necessary for spiritual development to occur. A balanced society requires two perspectives, namely, the materialistic and the humanistic. Widespread materialism characterizes the dominant system, is associated with that which is rational, visible and tangible. In direct contrast, the humanistic perspective is uniquely concerned with values, beliefs and feelings. Humanism is only visible through the inner self and felt through the goodness of the heart; it is based on that which is associated with emotions, the spiritual and the inner conscience. Education is an instrument for developing society. To educate is an art and not simply the performance of a task, it is to liberate the learner for life and thereby giving the learner meaning for existence. The shif...

2008

This is a theoretical and interpretative study, in which I analyze and evaluate the pedagogical application of the philosophical ideas advocated by the holistic education movement in four approaches to schooling: Waldorf, Montessori, Reggio Emilia, and NeoHumanistic.

International Congress on Social Sciences - Humanities and Education Proceedings Book by Güven Plus Grup A.Ş. Yayınları, 15 December, 2022, 2022

The main purpose of education and even religious education is to raise high-qualified young generations by building values that will transform them into successful individuals. In this context, their sole mission should be to protect and maintain the social and cultural heritage shaped by the perfect blend of belief, thought, morality, value and identity. Today, it has become the common destiny of humanity to overcome the problems arising from the mechanical and reductionist educational thought and understanding of the Age of Enlightenment. Indeed, problems such as nuclear armament, biological wars, environmental pollution, hunger and drought, waste of resources, unrealized women's rights, irregular migration, increasing unemployment and income injustice have become more difficult and bigger than ever before in human history, threatening the world and humanity on a global scale. The holistic approach, which argues that human and everything that surrounds them, have a special value and dignity, offers correct and real solutions and formulas to those who seek an emergency way out in this context, in order to minimize vital damage and destruction due to global problems. It can achieve this with its original educational techniques and methods, as well as many deep-rooted philosophies and worldviews. From this point of view, holistic education is a real, comprehensive, balanced and dynamic alternative education system that can carry humanity to the 21st century education level by achieving these and similar goals, which are meaningful and respectable but very difficult to achieve.