Holistic Approach in Education: �Some Considerations

This slide may be helpful for MA Education students.

1. Holistic Approach in Education: Holistic Approach in Education:
Some ConsiderationsSome Considerations
Dr. S.P.MohantyDr. S.P.Mohanty
Lecturer In EducationLecturer In Education
Department Of EducationDepartment Of Education
Ravenshaw University, Cuttack, OdishaRavenshaw University, Cuttack, Odisha
Email: Email: [email protected]@gmail.com

2. Holistic Education: What it is?Holistic Education: What it is?
Prepares for lifelong learning
for a productive life in which their skills and
attributes are constantly challenged,
developed and applied
Collaboration rather than competition in
classrooms, teachers help young people feel
the world of human relations

3. UNESCO (1996):
Learning to know implies learning how to learn by
developing one's concentration, memory skills and
ability to think
Learning to do: Education can equip people to do
different types of work needed in the future either
in paid employment and self-employment
Learning to live together: people will be able to
work collectively for a common goal
Learning to be: The complete fulfillment of man,
in all the richness of his personality, the complexity
of his forms of expression and his various
commitments - as individual, member of a family
and of a community, citizen and producer, inventor
of techniques and creative dreamer

4. Holistic EducationHolistic Education
Miller (1991):
Intellectual, emotional, social, physical, creative
aesthetic and spiritual potentials
collaborative learning based on relationships
within learning community (i.e. teacher and
students)
Learning beyond the classroom transactions
broadening the horizon of knowledge i.e.
Understanding the world.
examine critically the cultural, moral and political
contexts of their lives.
to think differently, to think creatively and reflect
on their own values.

5. Aspects of Holistic EducationAspects of Holistic Education
The Learners and Knowledge Construction:
Active learner
Learners actively construct their own knowledge by
connecting new ideas to existing ideas
Child-centred’ pedagogy by giving priority to their
experiences, their voices, and their active
participation

6. School and Classroom Environment:
Children perceive their world through
multiple senses
School: colourful, friendly, and peaceful, with
lots of open space offering with small nooks
and corners, animals, plants, flowers, trees,
and toys
Creation of an inclusive environment
Educational transaction has to shift from the
benefactor (teacher) and the beneficiary
(pupil) to a motivator and facilitator and
learner

7. Common physical discomforts in the schools (NCF,
2005):
Long walks to school, Heavy school bags
Lack of basic infrastructure, including support, Books for
reading and writing.
Badly designed furniture that gives children inadequate
back support and cramps their legs and knees.
Time tables that do not give young children enough
breaks to stretch move and play, and that deprives older
children of play/ sports time, and encourage girls to opt
out.
Especially for girls, the absence of toilets and sanitary
requirements.
Corporal punishment-beating, awkward physical postures
Holistic development is not possible with this
environment

8. The Teacher
Teacher autonomy is essential for ensuring a learning
environment that addresses children’s diverse needs,
As the learner requires space, freedom, flexibility,
and respect holistic teacher is a facilitator of learning
concept of knowledge as a process of reasoning and
of continuous learning, i.e., infinite in stead of
treating knowledge as content, i.e., finite

9. Sometimes teachers lack basic pedagogic skills
(explaining, asking appropriate questions,
understanding of the processes of learning
and class-management).
teacher education programme needs to be
restructured on the basis of pedagogical skills
as neither pre-service nor in-service training
is addressing the issue.

10. Curriculum
learning of self-respect and self-esteem
Relationship :social literacy and emotional literacy
for relationships
learning to ensure long-term success
seeing the beauty (aesthetics)
Linguistic potential of children: Bilingual proficiency
raises the levels of cognitive growth, social tolerance,
divergent thinking and scholastic achievement (NCF,
2005).

11. Connecting to life outside school
learning is shifted away from rote to methods
overall development of children
flexible and integrated with classroom learning

12. Curriculum Structure

13. Process of Stage Specific Assessment
Early Childhood Stage: assessment be of purely
qualitative judgments of children’s activities in
various domains and health , physical development,
based on observations through everyday interactions
Higher Classes, the students need to be aware that they
are being assessed : more examinations, projects
reports, self-evaluation techniques for assessing the
physical, mental, socio-emotional and spiritual
developments

14. Assessment of Learning
summative in nature
carried out at the end of a unit, semester or year.
Assessment For Learning
improve pupil learning.
help pupils master learning goals.
formative in nature, takes place all the time in the
classroom, a process that is embedded in
instruction

15. Enhancement of ICT skill:
with ICT skills
Family Environment: play and learn at their
homes with their parent’s supervision
Self-learning Environment: without it
Classroom Environment: do his work
from anywhere and doesn’t restrict him
to the classroom

16. HOLISTIC EDUCATION MAKES YOU
WHAT
YOU ARE
FROM WHAT
YOU WERE NOT

17. Thank You