HOLISTIC EDUCATION FOR HOLISTIC LIFE

Horizons of Holistic Education Vol-2, January - March 2015, pp. 33-39 p ISSN : 2349-8811 33 e ISSN : 2349-9133 HOLISTIC EDUCATION FOR HOLISTIC LIFE Sarla A. Santwani* Dr. H. R. Gajwani College of Education, Adipur, Kachchh, India Email: sarla.santwani@gmail.com Received : 24 February 2015 Accepted : 10 March 2015 ABSTRACT Holistic life means ‘looking at life in its totality or entirety without fragmenting it into domains such as physical, emotional, social, economic, spiritual or into compartments like personal and professional or into blocks arranged on the basis of age, nationality, religion, race, caste, creed etc. Holistic life also offers possibilities to live meaningfully, purposefully and creatively in the increasingly complex world around us. Indian civilization gave the ideal of Holistic life through the concept of fourfold goals of life, i.e. dharma, artha, kama, moksha. In the west also the idea of holistic life and holistic development has been explored extensively. The underlying purpose of the theory of Multiple Intelligence of Gardiner is the holistic development of an individual and thereby emphasizing the need for holistic education that will enable to live a holistic life. Holistic education empowers learners to examine critically the cultural, moral and political contexts of their lives and leads learners towards actively challenging and changing their sociocultural milieu to meet human needs. It is oriented towards lifelong learning or ‘learning how to learn,’ that leads to a journey of self-actualization and self realization through harmonious intrapersonal and interpersonal relationships and interconnectedness with other individuals, groups and the world. This paper stresses the need for replacing our current education system which is largely information & knowledge laden and examination & employment oriented with Holistic education that focuses mainly on life skills, attitude formation of students, personal and interpersonal skills, and inculcation of values. Keywords: Holistic, Meaningful, Life, Aims, Multiple Inteligents * Author for correspondence INTRODUCTION such a holistic perspective rather than fragmenting it The term ‘holistic’ is derived from the word into different domains such as physical, emotional, ‘holism,’ which means ‘all, entire or total.’ Holistic social, economic, spiritual and so on. It must not approach means ‘looking at something in its totality also be compartmentalized into personal and or entirety. It further implies that a system cannot be professional or arranged into blocks on the basis of explained or understood by understanding its age, nationality, religion, race, caste, creed etc. The component parts separately because a system as a Indic civilization has given a holistic view of life whole functions differently from any of its component through the system of fourfold human goals: parts. In other words, a system as a whole is unique ‘dharma, artha, kama, moksha.’ The pursuit of and not just a sum total of its parts. The these four goals in human life is expected to lead to interdependence of parts and the mutual processes a meaningful and satisfactory human life wherein a between these parts is very important for human being is able to achieve his/her full understanding any system or object as a whole. development and also lead society towards Perspectives on Holistic Life development. In the west also, many philosophers It is very essential to consider human life from have given ideas about a holistic or ideal life. One SANTWANI : HOLISTIC EDUCATION FOR HOLISTIC LIFE 34 recent definition of holistic life is given by Seligman, frustrated, become victims of psycho-somatic (2011) who equates holistic life with high level of disorders and in extreme cases, commit suicides. human well-being. He has labeled it as ‘flourishing.’ Why do people lead such imbalanced lives? It is, According to him, the ultimate goal of life must be because they fail in perceiving their lives in totality ‘authentic happiness.’ (Seligman, 2002). He has or entirety hence their physical & mental energy gets enumerated five components of ‘flourishing’ that channelized disproportionately into one domain, should be considered for a holistic life: which prevents them from realizing their potentialities (1) Positive emotion (2) high levels of engagement to the fullest and from living a fuller richer life leading and flow, (3) positive human relationships, to happiness and satisfaction. The main reason for (4) transcendental meaning and purpose and this is lack of holistic education, which is directed (5) personal accomplishment and achievement. In towards holistic life. Therefore, this paper stresses simple words one may say that a holistic life is a the need for holistic education and explains what fuller and a richer life wherein one is able to strike a should be the nature of Holistic Education and how balance among the different domains of life such as it leads to holistic life. family life, Social life, professional life & Spiritual Concept of Holistic Education life. According to Miller R. (1997), ‘Holistic Absence of Holistic Life in The Contemporary education is a philosophy of education based on the Times premise that each person finds identity, meaning, and Taking into consideration, the above mentioned purpose in life through connections to the community, criteria and many other varied concepts of holistic to the natural world, and to spiritual values such as life, we find individuals in the contemporary world compassion and peace.’ He further elaborates on are not living holistic lives. In most of the instances, the nature of Holistic education and writes, ‘There we find people living imbalanced and meaningless is an emphasis on the experience and learning lives. They are unable to strike a balance among beyond the confines of the classroom and the formal various domains by being too much involved in one educational environment towards education as domain at the cost of other domains or making growth, discovery and a broadening of horizons. remarkable progress in one domain of life but making ‘Defining holistic education on the lines of philosophy only a moderate progress in some other domain or of J. Krishnamurthi, Venugopal (2009), states, ‘It is failing miserably in still other domain of his/her life. a worldview that embraces diversity, both natural By and large, we find people pursuing money, and cultural. It shuns ideology, categorization, and comfortable & affluent life styles, higher positions in fixed answers, and instead appreciates the flowing their professions and society and so on. In order to interrelatedness of all life’ and ‘It is an education achieve all these, they compromise with health, that prepares young people to live purposefully, happiness and moral values yet at times, just to realize creatively, and morally in a complex world.’ Forbes, that they had been deluded. As a result, they get (2003, 17) writes, ‘Holistic education focuses on HORIZONS OF HOLISTIC EDUCATION..., JANUARY 2015 35 the fullest development of the person, encouraging relationships at all levels, whether these are between individuals to become the very best or finest that the subject domains, between individuals and their they can be and enabling them to experience all they peer groups and communities or between the can from life and reach their goals’ individual and the world around them.’ Aims of Holistic Education Teaching-Learning in Holistic Education Miller (1991:3), describes Holistic education has Holistic learning is less concerned with as having the following parameters, which actually information or even transmission of knowledge. It clarify its aims. is more concerned with building various capacities ● ● ● ● It nurtures the broad development of the and developing competence in students which they students and focuses on their intellectual, may be able to use throughout their lives, in various emotional, social, physical, creative or real life contexts, however complex they may be. intuitive, aesthetic and spiritual potentialities. What are the types of capacities should be It promotes the importance of relationships developed in students? A lot of research has been at all levels within a learning community in done in this area. The most widely accepted which the educator and student work together approach to identifying a variety of human capacities in an open and collaborative relationship. is Gardner’s (1983, 2006) Theory of Multiple It encourages a desire to elicit meaning and Intelligence wherein he has given Nine types of understanding and to engage with the world. intelligence. He initially identified seven intelligences. The approach empowers learners to examine 1. Linguistic (translating letters and words into critically the cultural, moral and political knowledge and concepts), 2. Logical – contexts of their lives. It leads learners Mathematical (converting numbers to quantitative towards actively challenging and changing concepts and to think rationally and/or logically) 3. cultural values to meet human needs. Musical translating written musical symbols in timbre, According to Patel Nandish ( 2003) ‘The aim of pitch, and rhythm), 4. Intrapersonal (knowledge of holistic education must be to prepare students for a one’s self), 5. Interpersonal (knowledge of others, fulfilling and productive life in which their skills and especially their moods and motivations) 6. Spatial attributes are constantly challenged, developed and (the ability to mentally rotate an object in space), 7. applied as part of their lifelong learning. It is an Bodily-Kinesthetic (the ability to control one’s body educational journey of personal discovery starting and handle objects skillfully). Out of these seven, from education and then continuing throughout life.’ the initial three intelligences are labeled as Symbol and ‘A programme of holistic education aims to Analytic as they involve making a conversion from encompass all aspects of personal learning and a symbol to a higher-level mental code. The latter growth and emphasizes the development of active two of them are considered Personal intelligences SANTWANI : HOLISTIC EDUCATION FOR HOLISTIC LIFE 36 in that they are oriented to the persons. The Spatial ‘to achieve a balance among (1) adaptation to and Kinesthetic intelligences are labeled as Object- existing environments, (2) shaping of existing oriented. Finally, Gardner identified two more environments, and (3) selection of new environments. intelligences which he labeled as Naturalist (an The Collaborative for Academic, Social, and ability to discern differences in one’s natural Emotional Learning (CASEL, 2003, 2007), one of surroundings) and A ninth Existential or the leaders in the development of social-emotional transpersonal intelligence that involves that ability learning (SEL), identified five teachable to search for and connect with universal unknown. competencies that they believe provide a foundation Presently, there is a lot of research is being carried for effective personal development: out in the area of ‘multiple intelligence,’ that includes, 1. Self-awareness: knowing what one is feeling ‘emotional intelligence,’ Social Intelligence, and thinking; having a realistic assessment of ‘conative intelligence (self-regulation skills or how one’s own abilities and a well-grounded sense to use personal agency or volition to make choices of self-confidence. regarding thoughts, emotions, and behaviors related to goal-directed activities),’’moral 2. Social awareness: understanding what others are feeling and thinking; appreciating and intelligence,’(ability to perceive what is ethically right interacting positively with diverse groups. or wrong, just or unjust and act accordingly), 3. Self-management: handling one’s emotions so ‘spiritual intelligence’ (an urge to connect to the higher they facilitate rather than interfere with task self, the ability to connect to the sacred and achievement; setting and accomplishing goals; supernatural world), and ‘civic intelligence or persevering in the face of setbacks and Citizenship competence,’ (awareness of national and frustrations; global identity and civic roles in the national and 4. Relationship skills: establishing and maintaining global communities). A realization has come that healthy and rewarding relationships based on education must aim at developing the above clear communication, cooperation, resistance mentioned ‘multiple intelligences’ rather than only to inappropriate social pressure, negotiating cognitive intelligence which has been in focus so far. solutions to conflict, and seeking help when In his advocacy for the development of wisdom needed and as a primary goal of one’s life, Sternberg (2004) 5. Responsible decision making: making choices said something quite similar: Wisdom is the use of based on an accurate consideration of all one’s intelligence and experience as mediated by relevant factors and the likely consequences values toward the achievement of a common good of alternative courses of action, respecting through a balance among (1) intrapersonal, (2) others, and taking responsibility for one’s interpersonal, and (3) extrapersonal interests’ and decisions. HORIZONS OF HOLISTIC EDUCATION..., JANUARY 2015 ROLE OF THE TEACHER 37 real situations. The learning and teaching that takes A teacher is no longer required to be a mere place in the holistic approach is defined as the social subject expert. He has to move out of his comfort process of allowing critical learners to claim zone of subject specialization and enter in uncertain ownership of the knowledge domain, its territory of real multiple, conflicting and complex epistemology, and to make knowledge refutations ideas of the real world and try to make active and or claims based on that it enables action in real positive interventions in students’ lives, utilizing his/ situations. her own life experiences and wisdom s/he has Profile of A Student Who Has Received acquired from these real life experiences. He is supposed to fulfill the developmental needs of the Holistic Education ● his/her specialized academic discipline and its students. Teacher’s role is that of a guide, a facilitator interrelationships with other academic and a mentor. About the relationship of teacher and disciplines and is also able to perceive it in student, one may say that c Teachers as facilitators the entirety of human knowledge. are also required to create an inclusive classroom ● and school environment which can catalyze students’ of further knowledge and its application. ● individuals, who are healthy, confident and selfmotivated and capable of applying their knowledge Demonstrates effective written and oral communication skills ● in their actual life situations and the real world. Holistic education is based on the view that Effectively uses the information resources that are made available to him/her in the acquisition inquisitive and creative engagement with the world around them. They are committed to develop Demonstrates an in-depth understanding of Demonstrates a reflective approach and an attitude of continuous improvement. ● Demonstrates awareness and concern for teaching is a social activity hence it consists of the global issues and their impact on human life roles played by the learner and the teacher. The at his/her local and global level. holistic learner is assumed to want to achieve the ● Demonstrates ability for rational decision highest aspect of awareness of knowledge and making and accepts ownership if the decisions appreciate the value that it adds to his or her life. do not yield desired results. The holistic teacher is assumed to want to develop ● learner as a critical, confident, independent learner and provide the holistic learner with critical faculties Demonstrates flexibility and a creative approach to problem solving ● Demonstrates ability to build up and maintain that enable action in real situation. The learning and healthy human relationships through teaching that take place in the holistic approach is interpersonal skills defined as the social process of allowing critical learners with critical faculties that enable action in ● Demonstrates awareness and preparedness for responsible democratic citizenship. SANTWANI : HOLISTIC EDUCATION FOR HOLISTIC LIFE 38 When analyzed on the lines of holistic education, transmission. It is oriented towards ‘lifelong learning’ one finds that our current education is largely or ‘learning how to learn,’ and focuses mainly on information and to some extent knowledge oriented. life skills, attitude formation of students, personal Despite the current fad of ‘skill development’ what and interpersonal skills, inculcation of values needed is aimed at is just a narrow set of subject specific to live a purposeful and meaningful life in today’s skills, mainly relevant for students studying complex world. It leads to a journey of self- professional & vocational courses. Skills are actualization and self realization through harmonious generally thought of as manual and performance interpersonal and interpersonal relationships and oriented behaviors. There is also over-emphasis on interconnectedness with other individuals, groups and soft skills but ‘thinking skills,’ ‘social skills,’ and life the world. It brings us closer the realization of skills are neglected or included only as tokens. Education is also considered mainly from employment point of view therefore students opt for technical & vocational disciplines, with a view to getting employment. Moreover, our education system is examination oriented therefore students & their parents are obsessed with higher grades rather than the real development of students’ capacities or potentialities. There is an over-emphasis on specializations in our Higher Education system. A student, after completion of secondary education, has to decide about his special field of study. From then onwards, “learning to be” and “learning to live together” that have been identified in the Delors report (UNESCO 1996). REFERENCES Forbes, S. (2003). Holistic Education: An Analysis of its Ideas and Nature. Brandon, VT Foundation for Educational Renewal. Forbes, p.17. Gardner’s (1983). Frames of mind: The theory of multiple intelligences, Basic Books, New York Gardner, H. (2006). multiple intelligences: New horizons in theory and practice, Basic Books, New York: Hare, J. (2010). Holistic education: An his/her pursuit of knowledge narrows down to a interpretation for teachers in the IB limited number of academic disciplines. As s/he programmers, IB position Paper, International advances in higher education, the pursuit further Baccalaureate Organization narrows down to only one or two disciplines. Huitt, W. (2011). A holistic view of education and Gradually, they become out of touch with other schooling: Guiding students to develop capacities, disciplines. This reduces a student into becoming a acquire virtues, and provide service, Revision of myopic, exactly opposite to holistic education. paper presented at the 12th Annual International CONCLUSION Conference sponsored by the Athens Institute Holistic Education is the need of the hour. It is a departure from our hitherto system of knowledge for Education and Research (ATINER), May 24-27, Athens, Greece. HORIZONS OF HOLISTIC EDUCATION..., JANUARY 2015 Miller, R. (1991). Introduction in Miller, R. (Ed), New Directions in Education, pp 1–3, Brandon, VT. Holistic Education Press, p. 3 Patel Nandish (2003). A Holistic Approach to Learning and Teaching Interaction: Factors in the Development of Critical Learners, The International Journal of Educational Management, 17 (6/7) 272-284. Seligman (2002). 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