When is education 'holistic'?

(Document for discussion on list)

Can one say that a particular teacher, classroom or school is 'holistic'? If we say that a school is 'holistic' do we mean the educational experience is holistic for some students, or all students, or some of the time, or all the time?

Perhaps it makes more sense to talk about a school or program being more holistic or less holistic... 

The following are some questions we might ask to see how holistic a school might be. For a whole school to be considered 'very holistic' perhaps strong positive responses would be required to most of these questions.

The 'possible programs' are given as examples only and are not meant to indicate that these are necessarily holistic - only that it may be easier to have an holistic educational program if it includes programs such as these. For example, 'Philosophy for Children' can be a very useful program to engage students more deeply in meaningful issues about their lives but if taught from a materialistic, positivistic stance this same program can be soul-destroying leaving students with an impoverished world view. 'Ecological Literacy' can be very helpful in helping students understand connectedness, wholeness and systemic thinking but if it is reduced to technicist thinking involving simplistic views on recycling it could not be considered to be a very useful part of 'holistic' learning.

'Possible programs' are illustrative only and are not meant to be exhaustive. Nor do they have to be necessarily included for a school to be considered holistic - provided that the holistic principles and practice these programs incorporate are included in some other way.

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Is there recognition, engagement and expression of the whole person?
(students and teachers)  

Body/mind/soul Physical/emotional/cognitive/social/aesthetic/spiritual Multiple pedagogies to support the diversity of individual learning styles Multiple intelligences Creative expression of the whole person Possible programs: Literacy Quantitative Literacy (Numeracy) Learning to learn,  meta-cognition Emotional Literacy Aesthetic Literacy (Arts Literacy) Spiritual Literacy

True for:  Some students  Many students  All students   1            2               3             4             5 Occurs:  Hardly ever        Sometimes       Frequently   1            2               3             4             5

Is connectedness and wholeness made explicit?  

Relationships between self and other, self and subjects, self and community, self and Self Mind/body, mind/spirit wholeness and harmony Contexts in time/space and community Systems thinking Holistic/Organicist world views made explicit Collaborative Learning Integrated curriculum Possible programs:  Integrated Studies/Themes Ecological Literacy (Ecoliteracy) - also Landcare/Wildcare Indigenous Education Whole-brain learning Community Based Learning Preparing and sharing food

True for:  Some students  Many students  All students   1            2               3             4             5 Occurs:  Hardly ever        Sometimes       Frequently   1            2               3             4             5

Does it involve an experiential life journey?  

Students and teachers learning and growing together Listening to, and telling stories Sense of purpose and place in time/space and community Inquiry, mystery, paradox Promotes individual quests for philosophical/spiritual meaning Adventures and challenges Acknowledge the lived experience of students   Spontaneity, play and humour Just-in-time leaning  Possible programs:  Communities of Inquiry Peer Counselling Indigenous Education Story telling Outdoor and Adventure Education

True for:  Some students  Many students  All students   1            2               3             4             5 Occurs:  Hardly ever        Sometimes       Frequently   1            2               3             4             5

Does it recognise stages of development and continuing growth for all students? (and teachers)  

Goals/ideals/visions   Individualised learning Students have opportunities and the freedom to make real choices and accept responsibility appropriate to their stage of development and continuing growth Celebration of achievement and life  Joy, praise Encourage personal and collective responsibility Challenge students   Possible programs:  Individual Learning Programs Exhibitions, festivals Student council/government

True for:  Some students  Many students  All students   1            2               3             4             5 Occurs:  Hardly ever        Sometimes       Frequently   1            2               3             4             5

Is it participative?  

Action and service Creative expression Social justice Creation of preferred futures Enterprise skills Possible programs:  Enterprise Learning Student Council/Government Wild Care Land Care Service Learning

True for:  Some students  Many students  All students   1            2               3             4             5 Occurs:  Hardly ever        Sometimes       Frequently   1            2               3             4             5

Is it authentic?  

The authentic presence of the teacher (and students) Values and principles made explicit and lived Congruence between inner and outer life Real tasks/projects   Real audiences, clients Possible programs:  Community Based Learning

True for:  Some students  Many students  All students   1            2               3             4             5 Occurs:  Hardly ever        Sometimes       Frequently   1            2               3             4             5

Is it soulful?  

Contemplation Caring/love Mindfulness   Insight and wisdom Awe, wonder, reverence Balance, harmony, peace Depth Possible programs:  Service Learning Contemplative Practice Dream Interpretation

True for:  Some students  Many students  All students   1            2               3             4             5 Occurs:  Hardly ever        Sometimes       Frequently   1            2               3             4             5

Is there appropriate 'in the moment' use of:  

Reductionistic and systemic thinking Transmission, transaction and transformational pedagogies Linear and non-linear thinking Rational and intuitive thinking (head and heart) Thinking and doing (head and hands) Analysis and synthesis Answers and questions   Work and play Planning ad spontaneity Masculine and feminine ways of knowing Possible programs:  Enterprise Learning Philosophy for Children

True for:  Some students  Many students  All students   1            2               3             4             5 Occurs:  Hardly ever        Sometimes       Frequently   1            2               3             4             5

Does the educational process involve dialogue, reflection, inquiry and questioning?  

Nurtures curiosity Critical inquiry Critical approach to cultural, moral, political contexts Possible programs:  Philosophy for Children Reflective Assessment

True for:  Some students  Many students  All students   1            2               3             4             5 Occurs:  Hardly ever        Sometimes       Frequently   1            2               3             4             5

Is it meaningful?  

• Use of symbology and metaphor
• Meta-cognition  
• Making the ordinary meaningful
• Richness and depth
• Sense of purpose and place
• Sense of vocation

Possible programs: 

• Vocational Education and Training
• Storying

  Source: http://www.hent.org/when_holistic.htm