Holistic Education

... Dedicated in loving memory to Cates Anderson Gossett and Linda Murray ... To my friends and colleagues, particularly Sydnye Allen, Silvia Bartolic, Scott Blackwood, Candace Boheme, Lila Bouchet, Maggie Brubaker, Melissa Curran, Kristin Doyle, Andy Fiegel, Lynn French ...

This article examines the conception of the everyday city as presented in the work of architect Christopher Alexander and architectural theorist Bill Hillier: Both thinkers suggest that, in the past, lively urban places arose unself-consciousty through the routine daily behaviors of many individual users coming together in supportive space and place. In different ways. both thinkers ask whether, today, a similar manner of vital urban district can be made to happen self-conscioustv through explicit understanding transformed into design and policy principles. The aim for both Alexander and Hillier is place-based urban communities marked by lively streets, serendipitous public encounters, and informal sociability. The article begins by examining commonalities and differences in Alexander and Hillier's conceptions of environmental wholeness and urban place. Next. the article considers implications for urban design and, last, indicates the considerable value that the two thinkers' ideas offer environmental philosophy, particularly for understanding environmental wholes.

It comes as no surprise that the students we serve are experiencing heightened levels of stress and anxiety. Liu and colleague’s (2019) research “point to an urgent need for service utilization strategies, especially among racial/ethnic, sexual, or gender minorities. Campuses must consider student experiences to mitigate stress during this developmental period” (p.1) is a call that can’t be ignored.  Many campus leaders are seeking to implement specific ways to heighten students’ sense of belonging and safety as well as reduce their stress and anxiety in- and out-of- the classroom.  Recent research from a number of scholars such as Kang and colleagues (2018), Magyari (2016), Treleaven (2018), and Rothschild (2017) illustrate that mindful compassion practices show promising effects in alleviating stress and anxiety, however they can also potentially have negative impact on mental health and wellbeing when implemented without a heightened awareness of well-researched trauma informed practices.
What follows are a few of the trauma-informed mindful compassion practices that you may consider implementing in your in-and out-of-classroom learning and development opportunities.

I developed this integrative model for counseling/
​psychotherapy, teaching, and research in my research textbook, Heuristic Inquiry: Researching Human Experience Holistically, to demonstrate the multifaceted nature of human experience and describe how we exist in the world. The premise of this model is that we all have multiple ways of being in the world. Likewise, we all have many ways of learning what we learn and knowing what we know.

I have found that it can be extremely fragmenting to a person's sense of self to undertake therapeutic work from a single dimension of being (e.g., changing one’s thoughts). This also holds true for teaching and for research. This integrative approach/model honors the wholeness of human experience in counseling/
​psychotherapy, teaching, and research endeavors.

The individual in the modern technological society must be acquainted with an increasing amount of objective knowledge and so must be able to make responsible decisions for himself in order to survive and adapt to the demands of the society. Most of our individual problems and our collective human problems result from the lack of moral intelligence which derives from over emphasis on competition involving collaboration which is immoral, unintelligent, irresponsible and therefore destructive. Such lack of adaptive competition is characteristic of the egocentric level of human consciousness and its desire to protect its own self interests. Egocentric and immoral or 'unethical' competitiveness cannot be the way to resolve the problems which it created in the first place. The way to solve our collective human problems is through competition involving collaboration which is intelligent, responsible, creative and therefore adaptive because it is moral or 'ethical'. It is my opinion that ethical competition is characteristic of the moral or 'spiritual' level of human consciousness and its concern for the welfare of others (Lieberman, 2017). For this reason, our survival and continued evolution depends on the choice of philosophical paradigm which underlies the education which we offer to our children.

Sustainability Ethics is a clarion call. This paper asserts an urgent appeal for people to go beyond words and act to help mitigate the environmental crisis. Spiritual persons are to produce spiritual households to resonate quality values toward the human and nonhuman neighborhood. When goodness is brought about by households to the Natural World, morality emerges. Relationship, a key word of Sustainability Ethics, is established with the Creator, co-humans, creatures, and the children-yet-to-come. The lack, if not the absence, of relationship would lead Sustainability in peril. In return, the distortion of Sustainability lead people and other creatures to be unhealthy, if not their demise. The current pandemic called COVID19, for instance, is regarded as a fatal consequence of that distortion. Sustainability Ethics comes in to help mitigate the crisis. Sustainability is best understood when we learn from our Sustainability Teachers who, in their instincts, had Sustainability as their "way of life." Sustainability must be understood in its entirety, not just intellectually, but also spiritually, physically, and emotionally. The purpose of this paper is first, to clarify the holistic understanding of Sustainability. Second, to present the ethical value of relationship as the foundation of Sustainability Ethics. And third, to argue that spirituality is the cutting edge of Sustainability Ethics that can work together with both Indigenous and Western Science, the ethic of the household, and the virtue of frugality.

This paper describes a holistic approach to a key developmental task of adolescence: considering life direction during and beyond high school. Based on the work of Episcopalian priest and mystic Cynthia Bourgeault, a specific teaching framework and associated practices are offered to assist students to address this deep question at this formative time in their lives.

Educators are recognizing that the holistic approach to education can help improve student achievement. It is the education of the whole person. Students don’t just learn academic skills; their physical, social, cognitive and emotional growth also come into focus. A holistic education program provides a supportive, positive learning environment that can help your child reach their full potential.

Mindfulness is a burgeoning field of study and practice within mental health care and medicine. Yet ethical codes, and the philosophy of the therapist-client relationship, differ greatly between disciplines, and even more between those disciplines and mindfulness-based approaches. The potential for ethical dilemmas is therefore significant.

The book breaks new ground by taking a focused look at an ethics derived from contemporary clinical mindfulness practice itself. What does a secular ethics of mindfulness look like? Who is competent to work therapeutically with mindfulness, and how does one delimit areas and levels of competence? How do clinicians ethically understand the therapist-client relationship from the therapeutic position of mindfulness? And how do clinicians respond when the necessary restraints of their professional role and ethics code come into conflict with the mindfulness-based relationship and therapeutic position?

This book makes a vital contribution to the understanding of ethics as the cornerstone of mindfulness-based practice, and will be of interest to all those involved in delivering mindfulness-based interventions, including psychologists, counselors, spiritual directors, occupational therapists, physicians, nurses, and educators.

This paper is a first attempt at outlining a conceptualisation of critical thinking that foregrounds the role of emotion. Building on a relational and interdependent perspective (as opposed to the traditional technical-rational view), it is proposed that greater awareness of emotions and the information they are conveying to us (emotional literacy) is something that would enhance the process and impact (or result) of critical reflection and contribute a significant advancement of the conceptualisation of the approach. 1 Correspondence to: Jacqui McManus; address: The University of New South Wales, NSW 2052, AUSTRALIA; phone: +612 9385 2808; email [email protected].

'Restoring Health: body, mind and spirit', as a new book excerpt, focuses on strengthening a new generation of healthy leaders. Drawing on examples from Titus' healthy leadership in the pirate island of Crete, it shows how we can embrace a holistically healthy life. The book is available in paperback https://www.amazon.com/gp/aw/d/097820221X/ref=redir_mdp_mobile and ebook form https://tiny.cc/xopvnx

This paper discusses the importance of holistic assessment in the teaching and learning process at all levels of education, both in schools and in higher education institutions. Redesigning classroom assessment for holistic learning to improve student learning is not a new idea. Educators conduct assessment for a variety of purposes such as determining the level of student academic achievement or identifying weaknesses and strengths of students. Educators need to be equipped with ways to maintain these processes to determine the quality of student achievement. Assessment should reflect the understanding that learning is a complex process by engaging a varied selection of techniques, comprising those that require real and authentic performance, utilising them over a period so as to disclose evolution, progress, and emergent steps of integration. The assessment should be continuous and balanced. Implementing holistic assessment benefits the students, teachers and stakeholders. Educato...

Introduction: In current century of information technology, use of electronic gadgets has increased and also the no of oc-ular complaints also increased. Regular practice of relaxation techniques like pranayama and certain eye exercises are found to be useful in relieving these systems and also improving the visual acuity as such. Aim to study the effect of pranayama and eye exercises on visual acuity. Material and Methods: This study was done on 60 medical students, divided into study and control groups equally. Study group subjects performed kapalabhati pranayama and eye exercises regularly for eight weeks while control group participants did not participate in any kind of exercise. Snel-len's chart was used to test the visual acuity to test the effect of pranayama and eye exercises. Results: There was significant improvement in visual acui-ty in subjects practicing pranayama and eye exercises.Visual acuity values in study group in right eye before and after intervention were 34.30 ± 20.28 and 30.70 ± 21.89 respectively. Values in left eye were 34.60 ± 20.08 and 30.46 ± 21.62 respectively .In control group the values were 32.60 ± 20.37 and 32.30 ± 20.44 for right eye respectively and 31.10 ± 19.22 and 30.90 ± 19.15 for left eye respectively. Conclusion: The present study suggests that pranayama along with eye exercises can be used as potential non-pharmacological measure for visual acuity improvement.

The aim of teacher and education system is to impart humility to all and hence helps them to liberate from all the sufferings at the permanent basis at the individual level and society at large [6]. Right role models, teachers and balanced course curriculum are at the root of such an ideal desired education system in the present scenario. As present human beings have now become old and decrepit which needs to be repaired or rebuilt. Now the requirement is to train every one for rightful means of earnings, addiction free, nonviolent and truthful ways of living with complete harmony primarily with inner self and society at large by carefully designed lessons for less theory but more practice. It is seen that individuals and society under a system of tight control seems attractive to many but enable to make them successful (healthy -mentally, emotionally or spiritually), and hence honest from within. The teachers should be first trained and then they would be able to cultivate right traits in the student while at the same time by giving equal importance to methods for rooting out wrong traits. Economic development and materialism in itself cannot bring peaceful or harmonious life to individual and society. But balanced development of labor, wealth and self-restraints [3] may result in desire results. In this paper my main objective is to enable the teachers to realize their central role in the education system by suggesting importance of holistic development of them, as well as society by theory less but more by practicing.

You probably know how much the practice of Qigong can provide you with greater energy, self-knowledge and spiritual revelations, which may make your life even happier. (Yeah, of course, you already live a happy and healthy life, but there is always a place for improvement, isn't it?) Due to many inquiries about the style of Qigong that I teach, I would like to give a brief overview of Qi Dao, my family lineage of Shambhala Qigong.

This thesis examines the concept of the true voice as a method for the exploration of identity. A revised Delphi approach was used to facilitate the open discussion of this concept amongst a group of specialists from various areas of voicework and singing.

The primary objective of the study was to provide a framework of understanding from which to view a holistic approach to vocal development, with particular relevance to the singing voice, as well as lay the foundations for further study in this area through presenting a range of opinions on the true voice.

The study gave definition to the concept of the true voice and revealed that it could be used as both a framework of understanding as well as an application to voicework.

The paper explores the possibility of enhancing the competencies and skills , by a systemetic incorporation of Multiple Intelligences in the Classrooms, reinforced through the MI laboratory.The research based article throws light on how the teachers teaching primary classes were able to reflect upon their styles of teaching.The skewness towards a particular intelligence, truly reflected the outcome in terms of increased engagement and interest shown by students.It is not how we teach them, but how they wish to learn, that makes the difference.

This paper reviews literature on selected pedagogical practices with a view to making recommendations on how teacher training colleges in Kenya could employ collaborative pedagogies in instruction in order to nurture teacher trainees with knowledge, skills, values and attitudes that prepare them to effectively facilitate learning in schools after pre-service training. Collaborative pedagogies have the advantage of developing learners with 21st century skills such as creativity, critical thinking, problem solving and innovation. The skills enable them to confront the numerous societal challenges emanating from the dynamic technology. Further, with technology support, the pedagogies promote inclusive education through individualized learning that is personalized and self-directed. The paper recommends that the Teacher education programme in Kenya should embrace reforms in curricula and teaching methods to facilitate use of pedagogical practices that develop teacher trainees with the skills needed in today’s vast society. This could prepare them to offer holistic quality and relevant education that can contribute to the development of the society.

Tratto da:
Pātañjala Yogasūtrāṇi
Le fondamenta:Yama e Niyama
Il ‘punto di vista’ Yoga Vol II – terza edizione
A cura di Fabio Milioni
YCP 2020,
ISBN | 979-12-20306-83-6
Pgg. 371-413


Yama, Niyama e salute della popolazione
Yoga-terapia e Āyurveda
Yoga e Āyurveda nell’insegnamento di Śrī Svāmī Sivananda
Yoga-terapia e il Ministero Indiano AYUSH
Yama e Niyama nella Yoga-terapia secondo la IAYT
Yoga-terapia in Francia
Yoga-terapia in Germania
Yoga-terapia in Gran Bretagna
Yoga-terapia in Giappone
Yoga-terapia in Australia
Yoga-terapia in Italia
Yama e Niyama nello stress-management
Yama e Niyama nello Yoga Nidrā
Riflessioni provvisorie sulla Yoga-terapia.

—For the first time since the evolution of the Homo sapiens we are witness to a segment of society living outside of its norms, of psychosocial developmental conditioning, and its inherent communal environment, that is to say, assimilating maladaptive behaviors causing a range of psychosocial dysfunctions such as irrational anxiety, loneliness, social isolation, depression, and hopelessness.—

Compelling research and contemporary early childhood curriculum frameworks have development. However, there is limited research focused on documenting what arts-related pedagogical practices look like in actual classroom settings, particularly in Asia. Drawing on a large dataset of observations conducted in Kindergarten 1 classrooms (4-5 years), this study maps the arts education landscape in Singapore preschools. Findings show that: (1) Certain art forms are commonly observed (e.g., visual arts 2D, singing, and movement) whereas others are rare (e.g., visual arts 3D, dance); (2) Teachers and students engage with the arts in four different types of settings (integrated learning activities, fillers and transitions, learning center time, and art-focused lessons), in which the presence of the various art forms considerably differs; (3) While classroom climate is generally positive and children seem to enjoy engaging with the arts, teachers focus on providing product-oriented instructions rather are frequently available to children, there is limited accessibility to art activities and materials due to the rigidity of schedules. We conclude that while arts education plays an important role perhaps as a reflection of Asian values and societal expectations are primarily reproductive and teacher-led. Professional exploration and access to resources, creativity and self-expression, and their confidence to utilize certain art forms more often. These findings enrich the limited classroom-based arts education international literature. Similarities and differences with Western studies are discussed.

This is an interview that I gave to Thijs Flore some time ago. It is far ranging discussion of my work and ideas that have come from it. There are a few spelling and grammatical mistakes in this probably from transcription from a recording. If this is overlooked it is possible to see some themes emerging.

DISSERTATION AS PART OD MSC HOLISTIC SCIENCE - SCHUMACHER COLLEGE - PLYMOUTH UNIVERSITY - BY KARINA MIOTTO


It is time to feel emotionally connected to the Amazon rainforest, to learn how to appreciate it not only because of her environmental services, but for her intrinsic value, as a living being.
May the path of reconnection presented in this work encourage societies to a new way of thinking, feeling, communicating, teaching and learning about the rainforest, as well as other parts of the body of Gaia.

Along with creativity, intuition has been an important element in some of humankind’s outstanding innovations and breakthroughs.  If our goal is to enable all students (and teachers) to reach their full potential, it would seem to make sense then that we might teach this or, if possible, at least try to develop it.  This chapter excerpt and four related mini-lectures examine and explain all aspects of intuition.

To teach from another's educational philosophy is to be a dancing monkey.  To teach from your own educational philosophy is to be an authentic teacher.  This article describes my journey from the top-down, atomistic view of reality and behaviorism - to being and becoming an holistic educator.

This chapter excerpt describes the basic tenets of Humanistic Learning Theory.  According to this theory, the goal of education should be human development and personal growth (as opposed to higher test scores).  Focus on these will naturally increase intellectual achievement and prepare students to contribute to global as well as local societies.  Also, human nature is basically good.  That is, humans have a natural inclination to learn, to grow, and develop fully.  As such, education is most effective when it aligns with this natural inclination.

This paper is a precursor to chapters found in my book, Essential Learning theories and their applications. Lanham, MD: Rowman and Littlefield (Johnson, 2019).  here I explore humanistic learning theory, holistic education, and three views of teaching: transmission, transaction, and transformation.

Autonomy has figured large in recent TEFL literature and practice, and has run the risk of becoming the latest politically-correct catch-word, attempting to be all things to all teachers, and (because of this) defying attempts to pin down definitions of what it is that everyone seems to be agreed on. This paper takes a "state-of-theart" look at autonomy in the language classroom, and then views the larger picture of language learning as education. From such a perspective, the author argues that it is the responsibility of every teacher to promote autonomous, critically thinking, responsible members of society, and that lesson content or subject matter is a secondary goal in this endeavour.

Education has lost its soul.  The idealism of the 70s was crushed upon the rocks of the back-to-the-basics movement of the 80s. In today’s hyper-testing environment, there is little room for real learning, creativity, innovation, passion, and curiosity.  Today, education today is more about what we do to students than what students do.  Adopting a humanistic approach to education is one way to find our way back.