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Beyond reductionism: The emerging holistic paradigm in education

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Abstract

Modern educational theory and practice are grounded in an objectivistic, reductionistic world view, particularly a “natural science” conception of human development. Holistic education is a radically non‐reductionistic approach based upon a person‐centered, ecological, global and spiritual world view. As such, the holistic paradigm is an alternative not only to the scientistic reductionism of the modern age, but also to the intellectual reductionism of postmodern thought. Holistic education is a humanistic as well as spiritual critique of the dominant culture.

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... eachers receive from our own schooling and training. Much of today's Western approach to curriculum and pedagogy continues to be rooted in the technical rationality of the early 20th century that strives for universality based on precision, objectivity, and a reductionist and fragmented prescription of activities (Kliebard, 1975;J. P. Miller, 2018;R. Miller, 1990;Rodriguez & Fitzpatrick, 2014). This reductionist orientation has driven approaches to teacher development as well. Currently, there is general agreement in the literature that the purpose of PD is to (a) change teacher practice in order to (b) improve student outcomes, generally in the pursuit of the dissemination of identified best pra ...
... An explanation of the approach to "holistic professional development" described in this paper first requires a brief discussion of concepts of holistic education more generally. As many have noted, there is no one way to conceptualize or enact holistic education (Forbes & Martin, 2004;Mahmoudi et al., 2012;J. P. Miller, 2018;R. Miller, 1990). It has an extraordinary, lengthy, and varied history, interwoven with the perennial philosophy (J. P. Miller, 2018) with roots in philosophy, pedagogy, psychology, theology, and indigenous thought (Battiste, 2017;Forbes & Martin, 2004;J. P. Miller, 2018). Despite its complexity, breadth, and nuance, there are two qualities that are fre ...
... Despite its complexity, breadth, and nuance, there are two qualities that are frequently identified as integral to a holistic approach. First and foremost, in contrast to the reductionism (R. Miller, 1990) and technical rationality (J. P. Miller, 2014) of traditional schooling, holistic education focuses on the education of the whole being (Mahmoudi et al., 2012;Neves, 2009). ...
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Dominant Western approaches to teachers' professional development (PD) remain rooted in the technical rationality of the early 20th century. This paradigm strives for a decontextualized universality of "what works" in PD through a commitment to precision and objectivity in methods and measurements. Unfortunately, this paradigm cannot adequately address the multidimensional complexity of individual teaching and learning contexts. In its attempts to construct universal best practices through the isolation of one variable at a time, the lens of technical rationality instead contributes to the fragmentation of teaching and ignores the diversity of teachers, learners, and environments in schools. A holistic approach to PD, however, draws on this complexity and diversity to nurture teachers' relationships with their own soul, their students, their colleagues, and their world. This paper presents and explores an example of a holistic approach to PD in a secondary school in Ontario. The justification and design of the approach is outlined in detail, followed by a summary of its strengths and limitations based on participants feedback and facilitator reflections. Based on the overwhelmingly positive responses, further research into holistic approaches to PD is encouraged.
... To analyse players' response during different traditional games, a holistic perspective (Mahmoudi et al., 2012;Miller, 2000;Tirri, 2011;Yorks & Kasl, 2002) would enrich the assessment of their practical applications in PE lessons and sport training. It has been suggested that education and sport training aim to support the development of the whole person-that is, the different dimensions of each individual (i.e. the whole child; Black Miller, 2000). ...
... To analyse players' response during different traditional games, a holistic perspective (Mahmoudi et al., 2012;Miller, 2000;Tirri, 2011;Yorks & Kasl, 2002) would enrich the assessment of their practical applications in PE lessons and sport training. It has been suggested that education and sport training aim to support the development of the whole person-that is, the different dimensions of each individual (i.e. the whole child; Black Miller, 2000). This pedagogical approach acknowledges the importance of social and affective domains in student growth (Miller, 2000;Tirri, 2011) because their optimal development has a positive effect on students' social and emotional skills, attitudes, behaviour, academic performance and other indicators of well-being (Durlak et al., 2011;Graesser, 2020;Taylor et al., 2017). ...
... It has been suggested that education and sport training aim to support the development of the whole person-that is, the different dimensions of each individual (i.e. the whole child; Black Miller, 2000). This pedagogical approach acknowledges the importance of social and affective domains in student growth (Miller, 2000;Tirri, 2011) because their optimal development has a positive effect on students' social and emotional skills, attitudes, behaviour, academic performance and other indicators of well-being (Durlak et al., 2011;Graesser, 2020;Taylor et al., 2017). Focusing the interventions on improving students' social and emotional development has also been found to be key in increasing their effectiveness (Gasser et al., 2018;Korpershoek et al., 2016). ...
Article
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Many tag games present unstable motor communications between players, that is, the motor communication varies during the play due to role-changing. A holistic point of view provides a more complete assessment of the experience of the players during the traditional tag games. Thus, the aims of the study were to propose and use a specific guide to assess the relational, emotional, and physical dimensions during a traditional motor game in young players. Twenty-two young players took part in the study. The participants played a modification of the classic itmotor game for ten minutes. The relational dimension was assessed by observational methodology analysing counter-communications between the tagger and the runner who experienced the counter-communication. The emotional dimension was assessed by the BECS scale of perceived enjoyment and competence. Physical dimension was assessed by differentiating the tagger, the runner, and the target-player measuring the Total Distance covered per second. The relational analysis provided clues about the social relationship of the group. The high values of enjoyment (4.4 ± 0.6) and perceived competence (4.0 ± 0.6) declared by players (suggested the use of the traditional tag game during physical educationlessons and sport training. The tagger performed significantly greater total distance than the rest of the players (p< .001; Effect Size = 1.53 –2.76), suggesting that the assessment of the physical dimension during motor games should be carried out differentiating the motor roles. The assessment of the experience of the players during the motor games differentiating by roles and from a holistic point of view could help to optimise the pedagogical plan.
... Its attempts to manipulate learning experience reflected from the particular, ideological, pedagogical decision, isolated learning environment (classrooms), the choice of learning materials, and assessment are the crystallization of materialistic, mechanistic, objectivistic, and atomistic educational worldviews. That is what Miller (2000) calls as reductionism in education. The whole human possible competences are partly respected. ...
... Education in modern era grows its stem and branches on the objectivistic, materialistic, mechanistic, atomistic, or reductionistic ground (Miller, 2000). It regards individual human as an exclusive entity of the cosmos, viewing human as an organism whose behaviors are driven by the biological thrusts of selfpreservation and reproduction. ...
... Education, in the other hand, that grounds itself on reductionistic worldview has a little awareness and sense of urgency of such cataclysmic event because its mainstream idea is to fit a person in a certain occupation (J, Miller, 2007). R, Miller (2000) added the argument that every element of schools in modern era is the sediment of reductionistic worldview. Curriculum by itself is the evidence of human experience objectification. ...
Article
As the integral part of education, English language teaching has taken too little part of it and brought it to the level where English learning seems to talk only about English. In another extent, English for specific purpose declares its specialty to satisfy the demand of workforce. Researches in ELT are also commonly propelled by the urges to counter the work challenges and to answer the questions of how English can effectively be acquired. Reductionism roots as the problem. This tendency is then strengthened by the education system that leaves the teachers with not many options, systematically forcing the language learners to merely surpass the minimum standard score of English language subject. Within ecological and humanity crises, ELT needs to contribute more than just enabling the learners to communicate well or preparing them for works. ELT needs to take broader scope in order to induce life enlightenment, educate life skills, nurture humanity, and maintain the planet. Such enormous scope cannot be maintained by the current reductionistic approach. Therefore, holistic approach in ELT that integrates it with the whole network of life appears as the solution for this problem.
... Reductionism or reductionist theory applied to education assumes that the education system is complex and made up of various parts. Reductionism aims to simplify events and processes by looking at their smallest elements, thereby reducing something, that is, complex to make it simple (Miller, 2000 ;Wrigley, 2019). To understand education in schools, a reductionist may suggest that the best way is to study the parts which it is made up of and conclusions will be made on how to improve education based on studying a single part. ...
... Previously this understanding has been based on a reductionist approach. In this reductionist theory, a single component or level of organization of an education system would be studied, and conclusions made about the whole system (Miller, 2000;Wrigley, 2019). In our conceptual framework, we consider all the components (inputs, processes, and outputs) and all the levels of organization (school, tertiary, and national) (see Figure 2) in the realization and improvement of the quality of education in schools. ...
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Poor education quality leads to student failure. Improving education quality requires an interdisciplinary approach from various stakeholders with skills to develop educational interventions. Training education personnel in quality improvement processes without buy-in from systems theory is unlikely to be successful. We examine how systems theory helps in education quality realization. An analysis of education levels and their roles in the attainment of education quality is done. This discussion leads to a conclusion of the need for an effective interdisciplinary systemic perspective to realize education quality. The study recommends education systems to apply systems theory to understand educational issues for improvement purposes.
... Kejahatan paling berat dari kemodernan terhadap kemanusiaan adalah membuat pendidikan atau sekolah digunakan untuk memenuhi kebutuhan dari kapitalis ekonomi dan industri sehingga tidak mengembangkan potensi manusia sehingga manusia modern itu mengalami kekeringan rohani yang menghasilkan sekolah yang bersifatmekanistik dan materialistis, oleh karena itu itu kehadiran dari pendidikan holistik merupakan tanggapan terhadap masalah yang sangat serius ini (R. Miller, 2000). Pendidikan holistik mengembangkan semua aspek manusia yang meliputi spiritual, intelektual , imajinasi , fisik , ilmiah dan linguistik (Zaim, 2019). ...
... Pandangan pendidikan yang lebih baik saat ini ditujukan untuk menyelamatkan masa depan generasi bangsa dengan mengembangkan potensi intelektual, kreatif, emosional, dan spiritualnya (R. Miller, 2000). Miller mengungkapkan bahwa pendidikan holistik adalah pendidikan yang melihat pentingnya keterhubungan, yaitu hubungan antara pikiran dan tubuh, hubungan antara berpikir linier dan berpikir intuitif, antara disiplin ilmu, antara individu dan masyarakat, dan antara diri pribadi dan spiritual. ...
Chapter
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Buku ini membahas mengenai pentingnya pendidikan karakter di lembaga pendidikan dalam menyiapkan generasi muda yang berkualitas. Selain itu, buku ini juga membahas peran guru dalam pembentukan karakter siswa, dan strategi yang dapat diterapkan oleh guru untuk memperkuat karakter siswa dalam proses pembelajaran. Tema pendidikan karakter memang bukan hal yang baru dalam dunia pendidikan. Namun, buku ini memiliki ciri khas tersendiri dengan menginfus pendidikan karakter berupa nilai spiritual dan nilai-nilai kehidupan (living values) dalam pembelajaran. Hal ini bertujuan untuk mengembangkan karakter siswa seiring dengan peningkatan kualitas pendidikan umum yang diberikan.
... Figure 1 reveals that 47 articles were rejected at this stage. In total, 14 papers were rejected due to containing unrelated topics, 21 were found to be theoretical analyses without a precise research method, 6 were not open-access, and 6 were descriptions of new education programs without accurate research methods. This left only 9 empirical studies on holistic education, and these were analysed in this study (see Table 2). ...
... Ron Miller claimed that "the holistic worldview is essentially a spiritual worldview" [6] (p. 388). ...
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UNESCO argues that having a holistic approach to education is essential to address global development challenges. However, what empirical evidence do we have about holistic education practices? This study aims to review empirical research on holistic education. The methodological design is a systematic review study following the PRISMA guidelines based on a search of the Scopus and Semantic Scholar databases carried out in December 2021. The selected studies were analysed through a qualitative three-stage screening process based on 218 subjects, 9 of which were included in the final sample. The following inclusion criteria were used: empirical studies or research in English; free access via the internet; and categories limited to “holistic/education/curriculum/pedagogy”. The qualitative analysis of the articles based on the interpretative paradigm and the open coding method was implemented in MAXQDA. The study shows a lack of large-scale quantitative and comparative research showing the benefits of holistic education, its impact on personal and social transformation, and the preparation of teachers to become holistic educators. There is a lack of research analysing the effect of holistic education on environmental awareness compared with traditional education.
... Another major conservative element of today's scientific and higher education community is its often strict time adherence to a reductionist, mechanistic and materialist paradigm. According to this worldview, reality is described, explained and researched by means of conceptual reductions, mechanical analogies and material measurements, in most cases within the boundaries, schools of thoughts and languages of a single scientific discipline, while assuming that what cannot (yet) be observed in its materiality does not exist [71][72][73][74][75][76]. ...
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The current global academic system, rooted in a reductionist, materialist and westernized worldview, reflects the modern industrial era in which it took shape and is therefore ill-equipped to address the complex challenges of today’s polycrisis. This viewpoint offers a vision for a complementary system aimed at filling this gap, one grounded on an expanded notion of what science and higher education can be and how best they can serve the world. It is part of an independent research and book project on the broad topic of Reimagining Academia, developed in dialogue with pioneering and spiritually oriented scientific and professional networks. Moving from the recognition of the principal limits of today’s universities, the paper describes an alternative home for all those scholars, students, practitioners and social constituencies whose worldviews and knowledge systems are shifting towards more holistic approaches. Grounded on a new ontological framework and on a human-centered modus operandi, the proposed system would aim to revive scientific disciplines from the inside out, by means of new life-affirming assumptions and purposes. The paper concludes by outlining practical steps for the realization of this vision, proposing a global alliance of scientific, cultural, and social actors.
... Berdasarkan pengertian ini menunjukkan bahwa pendidikan holistik berhubungan erat dengan segala sesuatu yang dilalui individu dalam kehidupannya. Terdapat 3 prinsip hubungan dalam penyelenggaraan pendidikan holistik mencakup hubungan manusia dengan masyarakat, manusia dengan lingkungan, serta manusia dengan nilai spiritual (Miller, 2000b(Miller, , 2000a. Dalam pendidikan holistik terdapat 3 aspek sentral yang meliputi keterhubungan (connectedness), keterbukaan (inclusion), dan keseimbangan (balance) (Azan et al., 2021;Fauzi, 2019;Rubiyanto & Haryanto, 2010). ...
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Tujuan penelitian menyajikan analisis nilai karakter dalam kepemimpinan hayam wuruk dan potensi integrasinya sebagai sumber pembelajaran karakter berbasis holistik. Penelitian kualitatif ini dengan jenis studi pustaka. Sumber data penelitian, yakni terjemahan kitab kakawin nagarakrtagama, pararaton, kakawin sutasoma, prasasti canggu (1358 M), serta literatur relevan sejenis. Hasil penelitian menunjukkan bahwa kepemimpinan hayam wuruk memuat nilai karakter, yakni beriman dan bertakwa pada tuhan ditunjukkan melalui ketaatan dalam melakukan puja (ibadah), menyebarkan ajaran hindu saiwasiddhanta, serta membangun dan memugar bangunan suci keagamaan. Gotong royong ditunjukkan dengan menjalin kerja sama dengan kerajaan asing tetangga serta penguasa lokal. Toleransi dengan upaya menyatukan umat beragama melalui wadah bhineka tunggal ika dan mendukung tatanan sosial masyarakat yang pluralisme. Berpikir kritis dan kreatif ditunjukkan melalui ketelitian membaca peluang penguasaan Majapahit terhadap perdagangan maritim di Jawa dan nusantara. Nilai karakter diintegrasikan dalam pembelajaran sejarah berbasis karakter holistik, khususnya siswa kelas X melalui fase E materi kerajaan hindu buddha di Indonesia melalui problem based learning guna menyeimbangkan pemahaman terhadap nilai karakter kognitif, psikomotor dan afektif.
... Holistic education encompasses the intellectual, emotional, physical, social, aesthetic, and spiritual aspects of the person and their learning process and emphasises the balance between them [19][20][21][22][23][24][25][26][27][28][29][30]. Thus, educating the "whole child" requires a combination of different educational approaches, considering the learner's and the group's individual needs. ...
Article
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The renewed Lithuanian General Framework for Primary Education emphasises an integrated and holistic approach, advocating for active, experiential learning methods without compartmentalisation (2022). This study aims to determine which active, holistic educational methods are prevalent in the Lithuanian primary education system. In holistic education theory, active learning methodologies are divided into transactional and transformational strands. To accomplish the research goal, we carried out a two-phase quantitative study. This study involved 365 Lithuanian primary school teachers and seven public primary schools. The researcher observed 30 lessons conducted by different teachers. The collected data underwent quantitative analysis and qualitative interpretation. The results indicate that transaction-oriented active learning methods, such as group work, discussion, and play-based learning, are standard in Lithuanian primary education settings. The study identifies a lack of transformative educational approaches at the primary level.
... Its high pedagogical value has meant that several pedagogical perspectives such as Teaching Games for Understanding (Bunker and Thorpe 1982;Thorpe and Bunker 1989), Game Sense (Light 2004;Jarrett and Light 2019), or Tactical Decision Learning Model (Gréhaigne, Wallian, and Godbout 2005) have proposed and promoted its use in PE (Forrest 2015;Storey and Butler 2013). In order to enrich the analysis of student response during traditional games, several authors have suggested the need to adopt a holistic perspective (Lavega-Burgués, Luchoro-Parrilla, et al. 2020;Mahmoudi et al. 2012;Miller 2000;Tirri 2011). PE teachers must understand that students give their all, during any traditional motor game, that is, they simultaneously activate the different dimensions (e.g., tactical, conditional, relational, and emotional) of their motor behavior (Bailey et al. 2009;Rudd et al. 2021;O'Connor, Alfrey, and Payne 2012; Muñoz-Arroyave, Lavega-Burgués, Costes, et al. 2020). ...
Chapter
Playing traditional motor games implies making decisions, establishing social relationships with the rest of the players, and experiencing an effervescence of emotions. When children play these games, they develop fully as human beings in all their dimensions. Thus, this study aims to evaluate the relational, emotional, tactical, and conditional dimensions of the game of tag according to its duration and student gender in Primary Education. Eighteen fifth-grade students played tag for ten minutes, divided into two 5-minutes halves (H1 and H2) for the analysis. Socio-motor relationships were analyzed by recording catch attempts and the players involved. Emotional experience was evaluated using the GES-C scale. Tactical and conditional responses were analyzed * Corresponding Author's Email: asier.gonzalez@ehu.eus. Complimentary Copy Íñigo Vélaz-Lorente, Asier Gonzalez-Artetxe and Asier Los Arcos 2 with a Global Positioning System (GPS). 72.9% of the attempts were carried out among male students, the frequency being higher (p < .05) in H2 compared to H1. A little and somewhat intensities were more frequent (p = .01) in female students than in male students for the set of negative emotions. The space taken up was greater and the conditional effort lower (p < .001) during H2 compared to H1. From a holistic point of view, the evaluation of the experience of fifth-year Primary School students during tag offers PE teachers extensive knowledge about the consequences of the game on the different dimensions of the person. Tag can be an interesting alternative to experience motor instability and identify the social relations of a group, but this experience varies significantly depending on the gender of the students. Teachers should expect a greater participation of male students over female ones during the game. This remarkable difference increases as the game goes on. Tag creates a high emotional intensity in students, being greater for female students than for male students in negative emotions. Playing tag does not seem to ensure a similar conditional response in players and teachers should expect less effort, and an increase in the space occupied as the game goes on.
... (GATE: Chicago Statement & Education 2000) Moreover, UNESCO's "Education 2030" statement advocates for a holistic vision for education as: "Comprehensive, holistic, ambitious, aspirational and universal, and inspired by an idea of education that transforms the lives of individuals, communities and societies, leaving no one behind" (UNESCO Education 2030, 24). Many contemporary educational philosophers and researchers have emphasized holistic education as: developing a wholesome personality with focus on humanistic and post humanistic perspectives and expansion of consciousness for maximum well-being and growth via living together with nature and universe (Di 2020); education with core principles of balance, inclusion, and connectedness with emphasis on relationship between linear-thinking and intuition, mind and body, different branches of knowledge, individual and community, relationship with earth and own soul (Miller 2000); student-centered and culture-centered education incorporating students' cultural knowledge, life experiences and belief systems (Pang et al. 2021) and so on. ...
Article
This paper explores ways to integrate social responsibility approach to human development and analyses the feasibility of imparting social-leadership among the youth through incorporating social environment and integral teaching-learning pedagogy. The research method adopted is narrative-analytical exposition. The paper finds that co-operative rights-based approach and social responsibility approach in education can collectively create an appropriate ecosystem that can fulfill suitable developmental needs of the society and help in sustenance of development attainments.
... Even though the WB study aims to drive education and schools in Oman for quality, the report fails to discuss the mission of education from a holistic view and to define what quality means and how it is conceptualized, recognized, or measured. In terms of the purpose of education, whereas the report implies that learning outcomes and curricula should be solely aligned with the labor market needs, it overlooks personal development, citizenship, conviviality, and transmission of culture, which are underlying goals of Education (Miller, 2000;Shriner, 2005). This is evident in recommendation A.1 in the report, where schools in Oman are requested to increase student time in schools on the ground that days which schools allotted for special events, national and religious occasions, or festivals need to be compensated. ...
Article
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The current paper investigates the World Bank's proposal to improve the educational system in Omani learning context. The details regarding its policies, mechanisms, and the issues with the unauthorized agencies that interfere with the education system in Oman are explained comprehensively. The current paper also describes the lack of full implementation of the World Bank's recommendations on gender inequality and its impact on global assessment and standardization.
... It contests the rationalistic paradigm and other paradigms contrary to the wholeness of human beings (Nielsen 2006;Lee et al. 2014). It challenges the fragmented, positivistic, fixed, and reductionist assumptions of education (Miller 2000;Schreiner, 2005) leading to alienation and suffering of people and the community (Karnieli 1998;Schreiner 2007). It also highlights the interconnectedness of being and the world and the essentiality of spirituality (Nakagawa 2000;Miller 2007). ...
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This qualitative study examined how holistic education is related to the college readiness of Filipino K-12 graduates. It was framed in the four pillars of education and structuration theory. The Focus Group Discussion (FGD) explored the experiences of fourteen (14) first-year college students, in a public university in the northern Philippines. Thematic analysis was used to analyze the participants' responses obtained from a semi-structured interview guide. The results showed that study participants had partially acquired the elements of holistic education and had perceived themselves as partially college-ready. Such acquisition is influenced by the K-12 program's curricular features and the learner and teacher-related factors. The relationship of holistic education and college readiness becomes possible only when an orderly, stable, and harmonious interplay of structure and agency is in place, yielding to a seamless and integrated transition of the K-12 graduates from basic to tertiary education.
... Similarly, drawing from a work of Miller (2000), this study recognizes holistic orientation in education as humanistic and also spiritual critique of the dominant educational culture. Likewise, this study also describes inner integrity of educators as spiritual critique of dominant educational practices, and within this critique convictions and commitments for transformations also manifest. ...
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This study explores holistic orientation in education reflecting on practice-based accounts of educators with emerging pedagogical insights and implication conceptualized within transformative learning theory. Similarly, this study explores holistic orientation in education with a reflective praxis that advances collaborative self-narrative research incorporating personal reflections of educators seeking to nurture transformed ways of including, connecting and balancing in their pedagogical practices. In this study, educators with holistic orientations place emphasis on inner lives, balance, exploring dynamics of interconnections, trustful and authentic relationships, dialogues, concern and care as transformative initiatives in their pedagogical practices. Based on the guiding metaphor that what you see depends upon how you look, this article offers both descriptive and reflective insights into pedagogical reflections of educators that exemplify holistic orientations as a practical implication for transformative learning. The findings of this article indicate holistic orientations in education as a resonance educators experience and explore between why they teach and how they teach. More importantly, together with further implications for transformative research and education policy, this study aims to recreate possibilities for transforming educational practices with transformed ways of being, balancing, and relating of educators.
... However, it was not mandated and was seen as being conceptually ambiguous, leading to inconsistency in its implementation across schools (Maguire et al., 2013). There are currently no policies in place that rely on educational prediction, but calls are increasingly being made for genetic data to be used to personalise education to, for example, identify pupils in need of greater educational support (Miller, 1990;Grigorenko, 2007;Sabatello, 2018). Given the social complexity of educational attainment, polygenic scores for education associate with many aspects of environment and schooling Harden et al., 2020), referred to as gene-environment correlation. ...
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The increasing predictive power of polygenic scores for education has led to their promotion by some as a potential tool for genetically informed policy. How accurately polygenic scores predict an individual pupil’s educational performance conditional on other phenotypic data is however not well understood. Using data from a UK cohort study with data linkage to national schooling records, we investigated how accurately polygenic scores for education predicted pupils’ test score achievement. We also assessed the performance of polygenic scores over and above phenotypic data that are available to schools. Across our sample, there was high overlap between the polygenic score and achievement distributions, leading to poor predictive accuracy at the individual level. Prediction of educational outcomes from polygenic scores were inferior to those from parental socioeconomic factors. Conditional on prior achievement, polygenic scores failed to accurately predict later achievement. Our results suggest that while polygenic scores can be informative for identifying group level differences, they currently have limited use for accurately predicting individual educational performance or for personalised education.
... And many of them fail because they can't bridge the gap. The complexity of the healthcare system, the complexity of the society that system is embedded in, as well as the complexity of learning interventions in that society, are not going to be solved by a simplistic approach (Miller, 2000). ...
Thesis
Complex societal factors have been obstructing implementation of quality improvement education (QIE) and interprofessional learning (IPL) of perioperative teams. Mistrust between physician anesthesiologist and nurse anesthetist, and payment models that promote competition instead of teamwork, are two of the drivers that shape that picture. In the first part of this critical-realist case study, thematic analysis and activity theory draw a complex picture of how perioperative clinicians perceive QIE, IPL, and technology-enhanced learning (TEL). Following that, critical realist abduction and retroduction logic define one mechanism shaping perceptions of QIE, IPL, and TEL in perioperative context. Perceptions of QIE, IPL, and TEL of perioperative teams are intertwined, and perception of one phenomenon can have a transformative impact on perceptions of other phenomena in the context, creating a very dynamic picture. On the other hand, a learning healthcare system (LHS) is not part of the picture since technocentric and managerial visions of LHS promoted by the Institute of Medicine don’t support social complexity of QIE and IPL. THE MECHANISM shaping complexity of perceptions is: Our world acts as an agglomeration of nested learning systems. On each level, the mechanism is guiding ontological and epistemological transformation of the learning system, through four phases: egocentric >> technocentric >> ecocentric >> holocentric. Those transformations emerge on any level of agglomeration: from cells gathered to create the first multicellular organism to networks of individuals and groups creating professional societies or perioperative teams. The thesis contributes to knowledge by shedding additional light on how the complex world of perioperative healthcare is structured and how various systems involved in perioperative care interact. On a practical level, the map of QIE, IPL, and TEL perceptions, and insight into one mechanism that is shaping those perceptions, can help perioperative leaders better navigate the transformative changes affecting perioperative teams.
... This study was informed by a holistic approach to education where the whole child is attended to through exploring the connection between mind, body, and spirit (J. P. Miller, 2006;2014) and the significance of creating a learning environment that is creative, experiential, and based on active engagement (R. Miller, 2000). Mindfulness is deeply rooted in the Buddhist philosophy that encompasses the person as a whole being (Hạnh, 1987;Kabat-Zinn, 2009). ...
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Recent research into mindfulness in education supports introduction of this practice into the classroom. This qualitative descriptive study explored mindfulness with young children, as perceived by their teachers. Four primary teachers were interviewed using open-ended and semi-structured questions, allowing them to share their experiences of implementing mindfulness in their classrooms. Using thematic analysis, we learned that teachers found benefits of including mindfulness into daily classroom routines. However, they felt that more holistic approaches, such as guided breathing, yoga, and lovingkindness meditation, could more fully support childhood well-being. Author Biographies
... Within humanistic psychology, human dignity is understood as a primary value (derived from Kant's concept and the existential-phenomenological philosophy of Max Scheler and Martin Buber), which stems from the ontological dimension of dignity inherent to all human beings based purely on their existence and nature (Robbins, 2016). Following this, many authors have rejected the possibility that human beings could be differentiated on the basis of their mental abilities and have instead emphasized the interpersonal rather than the social context of human beings (Bradford, 2010;Frankl, 2011;Kramer & Buck, 1997;Leitner & Phillips, 2003;Miller, 2000). On the other hand, there are authors in the field of humanistic psychology who claim that dignity is the result of the prosocial behaviour of human beings (Harcum, 1994;Harcum & Rosen, 1990;Skinner, 1971). ...
Article
This paper argues that the concept of dignity should be understood as a concept that we use to describe an aggregate of values and qualities of a person or thing that deserves esteem and respect. The primary value that creates the right to have dignity is life. The degree of dignity a life form has depends on its place in the evolutionary scale. Human beings are the highest form of life so they possess the highest degree of dignity. © 2017 Institute for Research in Social Communication, Slovak Academy of Sciences.
... This reflects increasing emphasis on holism as a philosophy that offers a more holistic, integrative and unified theory of knowledge in contrast to a reductionist world view. 28 Davis-Floyd 29 drew on the concepts of technocracy, humanism and holism to describe an integrated model of medicine. In this work she suggests that practitioners relate more to the technocratic or humanistic models of care that are informed by scientific empirical knowledge. ...
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Background: Reflective practice is considered an essential aspect of personal and professional development, and critical reflection is considered the cornerstone of being an accountable and autonomous practitioner. Tertiary education should lay the foundations of lifelong learning by ensuring students develop into critically reflective and reflexive practitioners, who demonstrate self-awareness and an ability to reflect on personal values and beliefs and their impact on the wider healthcare system. This level of reflective practice is essential to effect change at both an individual and societal level. Reflection should therefore be embedded into education programs as a learning, teaching and assessment strategy. Aim: The aim of this paper is to describe a structured Model of Holistic Reflection embedded within an Australian Bachelor of Midwifery Program. The paper firstly outlines the theoretical and conceptual underpinnings of the newly developed model. Secondly describes the six integrated and inter-dependant phases of the model. Discussion and conclusion: The aim of developing the Holistic Reflective Model was to produce a sound educational tool to assist midwifery students to progressively build reflexivity and reflective practice. Furthermore, provide midwifery academics with an educational resource to facilitate development of reflective and critical thinking skills in students. The specific intention was to promote deep personal and transformative learning across an entry to practice program. This paper highlights a number of ways the model can be embedded within the curriculum to support the scaffolded development of critical reflection and reflexivity required to facilitate transformative learning. While evaluation is required the model may have transferability to other disciplines.
... Developmental psychologists may have ignored humanistic psychology due to the atomism inherent to most of developmental psychology, which puts it at odds with the holistic tradition of humanistic developmental thought (DeRobertis, 2012b; Miller, 2000). Atomism is the theory that experiences and mental states can be broken down and explained away in terms of elementary units or " parts, " so to speak. ...
... Developmental psychologists may have ignored humanistic psychology due to the atomism inherent to most of developmental psychology, which puts it at odds with the holistic tradition of humanistic developmental thought (DeRobertis, 2012b; Miller, 2000). Atomism is the theory that experiences and mental states can be broken down and explained away in terms of elementary units or " parts, " so to speak. ...
... Unless this is acknowledged, humanistic psychology will continue to overlook an area of fertile convergence within contemporary mainstream psychology. This would be rather unfortunate given the fact that, historically, so many seminal humanists wrote (Miller, 2000). ...
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This article offers a narrative frame for envisioning the future of humanistic psychology. Diverse themes pertinent to the topic were drawn from a wide body of literature and given organizational structure. The analysis presented here suggests that contemporary humanistic psychologists ought to embrace their pluralistic historical lineage, offer a revolutionary image of psychological science, offer an alternative image of the person in psychology, permeate psychology’s database, and market humanistic psychology. Various subthemes and concrete suggestions are presented as signposts for the development of humanistic psychology in the 21st century.
... Its emergence is a response to the dominant worldview of mainstream education namely the "mechanistic" or "Cartesian-Newtonian" worldview. Rather than attempting to provide a model of education, holistic education seeks to challenge the fragmented, Reductionistic assumptions of mainstream culture and education (R. Miller, 2000). Holistic education is concerned with underlying worldviews or paradigms in an attempt to transform the foundations of education. ...
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This study aims to propose a renewed concept of Holistic Integrated Curriculum (HIC) which will be helpful to avoid superficial and artificial integration of the curriculum. It will define the true concept of integrated curriculum from a holistic worldview, then to elucidate its theoretical framework and finally to discuss some implications of this concept for contemporary educational system. The issue of defining integrated curriculum has received a massive amount of attention from educational theorist and scholars from the West, since the turn of the 20th century. Initially, the integrated curriculum has been practiced by most contemporary educational institutions all around the world at all levels, i.e., primary, secondary and tertiary. However, there is a great diversity in their curricula, objectives and contents; hence their claims that their educational systems are fully and really integrated bring out more confusion. This leads to the discussion on revisiting the concept of HIC from a holistic worldview. The study makes it clear what is a theoretical framework that constructs this concept. This renewed concept has a flexible theoretical framework which is explained by 7 essential components and 7 integral elements. This theoretical framework is flexible and applicable to any contemporary educational institutions. Some implications of this renewed concept for contemporary educational system will be given in this study. The study utilizes the grounded theory which is a qualitative approach that generates theory from observation. In recent times is commonly used in the sociology of education parlance to link-up, the sporadic historical and philosophical data while proposing this concept. It is hoped that this conceptual study would lead to the reformulation of educational aims, the selection of curricular contents, as well as the application of pedagogical methods and mode of evaluation for contemporary educational institutions.
... Humanistic psychology, after Kant, is an approach to psychology that recognizes the ontological dignity common to all human beings by reason of their nature or being. This is why humanistic psychology is suspicious of all kinds of reductionism that attempt to reduce human beings to the properties of things (Frankl, 2011;Miller, 2000;Leitner & Phillips, 2003). This is why we refuse to permit the narrowing of the meaning of a person to merely a label such as a mental health diagnosis (Bradford, 2010;Kramer & Buck, 1997). ...
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Through a philosophical analysis, guided by phenomenology, humanistic psychology is interpreted as a way of knowing that is guided by an interpretive stance of love. Hermeneutics, the study of interpretation, understands that interpretation is guided by certain moods or dispositions. Agape love, or a good will toward others, is an interpretive stance, or hermeneutic, by which others can be understood through an empathic attitude of charitability, which provides a safe space for the other person to disclose himself or herself. An approach to science and practice, when it is grounded in a hermeneutic of love, can be understood to be guided by a recognition that human beings have dignity, which calls us to an ethic of caring. As humanistic psychology is understood to be guided by a hermeneutics of love, its basic philosophical presuppositions are revealed with regard to its ontological, epistemological, and ethical foundations. Whereas dignity is a central concept of humanistic psychology, a hermeneutics of love may be a unique method of access for revealing concretely the reality of human dignity as a foundation for social ethics.
... In the psychology of education, the contextual revolution can be seen in the advancing social constructivist movement, which is among the newer movements to appear in introductory textbooks on learning, education, and child development. At the same time, Miller (1990) noted that there is also a holistic paradigm emerging in education that is nonreductive and person centered in orientation. This paradigm places emphasis on both facilitating a sense of personal meaning in education and engendering the student with a more profound respect for social, cultural, and historical diversity. ...
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This article makes the argument that humanistic psychology remained a vibrant movement even after it lost much of its high-profile reputation and sociopolitical power toward the close of the 1970s. More specifically, the author makes an argument for the contemporary relevance of humanistic psychology, demonstrating how humanistic psychology has been having a quiet, yet notably significant influence on the diverse areas of the field since the 1990s. In addition, this article demonstrates that there are recent developments occurring in psychology that are highly commensurate with a humanistic viewpoint, even if these developments did not occur via a direct encounter with humanistic psychology. In short, humanistic psychology is shown to be more important to 21st century psychology than many might have realized.
... 101). In the main, our present schools are the products of objective-behaviorist thinking no longer adequate for today's students or for society's pressing demands (Miller, 1990;Combs, 1991). The problems and "crises of our contemporary society... all call for an understanding by human beings of each other at a considerably higher level than ever before" (Bakan, 1965, p. 190). ...
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The authors trace the development of the humanistic movement in education. Three aspects of humanistic psychology, in particular, have spurred research and development in education: (1) its focus on human experience and the relationship of experience to behavior, (2) its conceptualizations of the nature of healthy functioning, (3) its understandings of interpersonal dynamics conducive to learning and growth in human beings. Implications of these concepts for educational purposes and practices are explored. Although the authors maintain that the contributions of humanistic psychology are fundamental to the healthy growth of education, their limited impact upon education is discussed.
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I examine the educational properties of Iñupiaq songs and dances showing how they convey critical cultural knowledge, practical skills, and teach the value system of the Iñupiaq people. The practice of Alaska Native dance, a fundamental pedagogical strategy, was limited for 100 years by oppressive colonial forces. Framed in revitalization efforts, I argue for working against this loss through including song and dance in all educational contexts as a holistic departure from Western compartmentalized education.
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This qualitative study examines verbal abuse in the classroom, based on sample decisions of the Ontario College of Teachers (OCT) discipline committee. Data were collected from the Canadian Legal Information Institute (CANLII) online database, which provided a record of all OCT discipline committee decisions, with supplementary data from Professionally Speaking, the magazine of the OCT, as well as the OCT website. The data revealed that verbal abuse is ongoing in Ontario classrooms, and that our methods of dealing with teacher misconduct are still evolving. The study provides examples of verbal abuse in the classroom, examines and illuminates progress made in dealing with it, and provides suggestions for improvement of our current system.
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Chapter
The introduction to the text outlines its approach to the study of learning and becoming, taking its lead from the interdependency that characterizes human existence throughout the entirety of the lifespan. Human sociality is seen as a readiness for learning that is already apparent in utero. This assertion in no way assumes a merely passive posture on the part of the developing person. Every human being evidences a degree of openness to learning in-the-world-with-others, the magnitude of which can be assessed on the basis of the learner’s relative enthusiasm for learning. It is argued that human beings are creatures for whom there is a necessary confluence of learning and imagination (envisioned as a synthetic power with creative potential) in the unfolding of human becoming.
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Purpose ‐ The purpose of this paper is to argue for the incorporation of ethics into the coursework of culinary schools, utilizing the value chain analysis as a theoretical framework to explore and confront food ethics concerns. Design/methodology/approach ‐ Based on a review of the pertinent literature, this conceptual paper offers a theoretical framework whereby ethical issues relevant to the food industry can be tackled and then incorporated into the training of culinary professionals. Findings ‐ To illustrate the usefulness of the suggested framework, the paper provides a systematic analysis of ethical concerns related to the production, distribution and consumption of food. Practical implications ‐ Food ethics education is likely to have a positive impact on the credibility of the culinary arts' profession, at a time when there is a shift toward sustainability and ethical awareness; it is also likely to impact favorably on the opportunity of recruiting culinary professionals as agents of change regarding pressing moral challenges. Social implications ‐ Including ethics in the curricula of culinary schools has various positive social implications, including the development of future professionals with acknowledged ethical responsibilities toward society. Originality/value ‐ Despite the upsurge of ethical concerns and the controversies associated with the food industry, hitherto culinary schools have paid little attention to ethics within their curricula. In view of that, the article introduced a value-chain perspective for integrating food ethics into culinary arts curricula.
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Within the hypnosis field, there is a disparity between clinical and research worldviews. Clinical practitioners work with patients who are dealing with serious, often unique, real-world problems-lived experience. Researchers adhere to objective measurements, standardization, data, and statistics. Although there is overlap, an ongoing divergence can be counterproductive to the hypnosis field and to the larger professional and social contexts. The purpose of this article is: (1) to examine some of the major assumptions, the history, and the philosophy that undergird the definition of science, which was constructed in the mid-17th century; (2) to discover how science is a product of prevailing social forces and is undergoing a paradigm shift; and (3) to understand the more encompassing, holistic paradigm with implications for the hypnosis field.
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This essay suggests a way for creating a curriculum for the future amidst the challenges of post-modern uncertainty. Curriculum discourse in the past has been dominated by widely-accepted key questions, which produce and maintain curricula that are essentially fragmented and reductionistic, and directly opposed to the essential demands of the holistic nature of life. The essay proposes a contemporary curriculum philosophy that is fundamentally heuristic, with a radically eclectic, contingent character.
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ABSTRACT— This article offers some thoughts on possible connections between genomics and education. Genomics is already revolutionizing the way medical care is delivered and distributed; it will inevitably affect children‘s developmental trajectories by introducing more pharmacological and behavioral therapies. Educators should be prepared to understand the effect of these changes on children in the classroom, where children around the world spend a large portion of their formative years. Educators should also be prepared to understand the current advances in genomics and be able to discuss them with the parents and health care providers of their students.
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In the past, much of modern science has been conducted from within a ‘mechanistic’ world view: the view 1) that ‘objective’ reality exists absolutely and apart from ind; 2) that the relations between all its parts are orderly, mechanical, causal, and necessary; and 3) that, because of its essentially passive nature, it can only be investigated by a one‐sided use of input‐output, cause and effect methods — in which observation is the main way in which data is gathered. But currently, there is a transition afoot, a movement from modern to postmodern science, a movement which, among its many other features, accepts both a much more ‘chaotic’ view of reality, or realities, as well as their ‘made’ nature. Central among the many other changes the movement involves, is a shift from the standpoint of the detached, theory‐testing onlooker, to the involved, interested, interpretative, procedure/testing, critical participant; associated with a shift from a one‐sided process of investigation (in which only investigators are active) to a two‐way, negotiated, multisensory interaction or transaction (in which both the investigated and investigators take part); a shift that elevates a certain aspect of our embodied practical knowledge in the intrinsically uncertain circumstances of everyday life to a position of primacy over theoretical knowledge. It is the form of these practical‐moral, two‐sided ways of knowing, and the linguistic ‘entrapments’ which prevent our recognition of their nature that is explored in this paper.
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In art and philosophy, the current age is described as a postmodern age. Psychology is a project of modernity, coming into use as a term during the Age of Enlightenment and founded as a science in the late nineteenth century. If these two premises are correct — that is of psychology as a modern project and the current age as postmodern — the science of psychology may be out of touch with the current age. Then the two terms psychology and postmodernity are incompatible, and a postmodern psychology is a contradictio in adjecto.
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During the present century psychological science has been largely guided by a modernist world‐view. The modernist perspective, as represented in the arts, sciences, and cultural life, is centrally concerned with locating foundational forms. This romance with essentials is manifest in psychology's assumption of a basic, knowable subject matter; universal psychological processes; truth by (empirical) method; and research as progressive. Yet, in broad sectors of the intellectual world — and elsewhere — one detects a defection from modernism and the emergence of a postmodern perspective. Dominant within postmodernism is a thoroughgoing perspectivism. All attempts at foundations are viewed, then, as reflections of particular perspectives, themselves without justification except by recourse to other perspectives. Postmodernism not only raises critical questions regarding the modernist project in psychology, but opens new vistas for study. Cultural critique and the construction of new and more practical forms of theoretical intelligibility are primary.
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Human reason has this peculiar fate that in one species of knowledge it is burdened by questions which, as prescribed by the very nature of reason itself, it is not able to ignore, but which, as transcending all its powers, it is also not able to answer. (Immanuel Kant, The Critique of Pure Reason) Things fall apart; the center cannot held; mere anarchy is loosed upon the world. (William Butler Yeats, The Second Coming)
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Spurred by a relatively recent article by Smith on the idea of psychology as a human science, I revisited the idea as I expressed it in 1970, and I found it to be still desirable but basically unaccepted by the psychological community at large. However, my idea is different from Smith’s and the differences are highlighted in this article. My vision includes the idea that a complete break from the natural science conception of psychology would be profitable at this time, and only after psychology as a human science has had significant development, should the dialogue with psychology as a natural science be pursued. In addition, unlike Smith, I agree that it is possible, and desirable, for the discipline of psychology to be unified, and I provide a historical example by a brief presentation of the status of chemistry before Lavoisier.
Green politics: The global promise
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