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Holistic education

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Education as an instrument of social transformation

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Holistic education

  1. 1. Holistic Education Vision 2030 ICCConfidential
  2. 2. Why Holistic Education ….’it is easy enough to see that all through our lives we are faced with the task of reconciling opposites which, in logical thought, cannot be reconciled. ….How can one reconcile the demands of freedom and discipline in education? Countless mothers and teachers, in fact, do it, but no-one can write down a solution. They do it by bringing into the situation a force that belongs to a higher level where opposites are transcended – the power of love…. G.N.M Tyrell has put forward the terms ‘divergent’ and ‘convergent’ to distinguish problems which cannot be solved by logical reasoning from those which can………….Convergent problems are man’s most useful invention; they do not, as such, exist in reality, but are created by a process of abstraction. When they have been solved, the solution can be written down and passed onto others, who can apply it without needing to reproduce the mental effort necessary to find it………..Divergent problems, as it were, force man to strain himself to a level above himself; they demand, and thus provide the supply of, forces from a higher level, thus bringing love, beauty, goodness and truth into our lives. It is only with the help of these higher forces that the opposites can be reconciled in the living situation.Confidential
  3. 3. Why Holistic Education (continued) …The physical sciences and mathematics (as practiced today) are concerned exclusively with convergent problems. That is why they can progress cumulatively, and each generation can begin just where their forbears left off. The price, however, is a heavy one. Dealing exclusively with convergent problems does not lead into life but away from it. … …. All divergent problems can be turned into convergent problems by a process of ‘reduction’. The result, however, is the loss of all higher forces to ennoble human life, and the degradation not only of the emotional part of our nature, but also, …of our intellect and moral character. The signs are everywhere visible today…. The true problem of living – in politics, economics, education, marriage etc. – are always problems of overcoming or reconciling opposites. They are divergent problems and have no solution in the ordinary sense of the word. They demand of man not merely the employment of reasoning powers but the commitment of his WHOLE personality. … - Quoted from ‘Small is Beautiful’ by E.F.SchumacherConfidential
  4. 4. Holistic Education – The Mandate  The Holistic Education Program seeks to provide an induction into a balanced, inclusive and compassionate worldview to its recipients, that will serve a cause including but beyond the personal self  The Curriculum will distil the best of eastern and western heritage, wisdom and experiential learning, contextualized for and updated with the 21st century events and state of the worldConfidential
  5. 5. What is Holistic Education Education, in the larger sense of the term is about building human character and capabilities that enable the realization of the full potential of our ourselves and our civilization. Holistic Education is that which serves the ‘Whole Personality’ of the recipient, which includes:  The Body or Physical Faculty  The Mind or Intellectual Faculty  The Heart-Soul or Spiritual Faculty While education in the sense above applies to people of all ages and walks of life, this presentation focuses on the ‘primary education’ as applies to ‘first time’ recipients http://www.pathsoflearning.net/articles_Holistic_Ed_Philosophy.pdfConfidential
  6. 6. Holistic Education – Structural Components Aspects of Human Personality Body Mind HeartNature of Nutrition Comprehension Valuesinputs Physical activity Knowledge Aesthetics Energetic activation Informational input Wisdom inputSkill/ Quality Optimum Health Mental Agility Moral intelligenceachieved Physical Fitness Deep curiosity Appreciation of Balance and Poise/ Info Processing beauty and Truth Kinesthetic quality and Emotional Mastery Intelligence LearnabilityImpact on Better health, Greater creativity Higher mutualsociety vitality. Lesser and innovation. respect, compassion healthcare costs Lesser cost of rework and harmony. Lesser costs of conflict and corruptionConfidential
  7. 7. An examination of the ‘As Is’: Body Inputs Aspects of Human Personality Body Mind Heart Nature of Nutrition Comprehension Values inputs Physical Knowledge Aesthetics activity Informational Wisdom Energetic input Activation The Body Inputs offered today are mainly in the Sports and physical exercise arena. There is virtually no care and attention on quality of food inputs. Parents and teachers , afflicted by the consumerist culture as they are , unfortunately know no better. The practices of ‘Subtle’ Body practices such as Yoga, Pranayama, Tai-chi which restore inner energy balance, are virtually unknown to most children, mainly because their elders do not practice themselves. The Body Mind connection is at best weakly felt, and at worst unknownConfidential
  8. 8. An examination of the ‘As Is’: Mind Inputs Aspects of Human Personality Body Mind Heart Nature of Nutrition Comprehension Values inputs Physical Knowledge Aesthetics activity Informational Wisdom Energetic input Activation The Mind Inputs in contemporary education are reasonably sophisticated and effective, though mostly for the Left Brain. Technology has helped improve both content and dissemination processes on a continuous basis. The only constraints in the Mind Input domain will be the quality of parental involvement in the children’s formative phase, the quality of available teachers, and a moral compass that determines what is the ‘Right Thing’ to do.Confidential
  9. 9. An examination of the ‘As Is’: Heart Inputs Aspects of Human Personality Body Mind Heart Nature of Nutrition Comprehension Values inputs Physical Knowledge Aesthetics activity Informational Wisdom Energetic input Activation The Heart / Soul inputs are virtually non-existent in our educational system. Except a few curricular items such as Art, Crafts and Literature, the overwhelming focus is on the Left Brain, more so because of future career option correlations. As far as values and wisdom inputs go, it is not difficult to see that the child’s chances of receiving anything meaningful here is directly linked to the ‘value’ index of the society he grows up in. In the absence of emotional maturity and awareness, analytical intelligence is highly prone to be misguidedConfidential
  10. 10. ‘As Is’ Conclusions  Inordinate focus on the ‘Left Brain’ aspect of Mind  Standalone educational inputs can only go so far, unless complemented by a shift in the nature of parents, teachers and fellow students. In other words, the overall culture evolves through the dynamic interplay of the individual and the collective.  While body, mind and heart inputs have a lot of individual merit, it is only as a combination of ‘Whole Personality’ that they multiply in effectiveness Body Mind Collective Heart Individual ‘Cultural’ Intent Climate Whole PersonalityConfidential
  11. 11. The ‘To Be’ Holistic Education System (HES) – A formulation  Conceive of the HES both as a noun and a verb, each with three aspects or dimensions  As a noun, the three dimensions are: the impersonal or ‘It’, the inter- personal or ‘We’ and the personal or ‘I’. The impersonal ‘It’ comprises technical aspects such as effectiveness and efficiency of the HES – the objective reality out there. The interpersonal ‘We’ realm comprises relational aspects such as trust and solidarity– the culture of the HES which is an inter- subjective thing. The personal ‘I’ realm comprises psychological aspects such as happiness and fulfillment of each stakeholder – the subjective domain within the student, the parent and the teacher  As a verb, the three dimensions are: the ‘having’ or results dimension, the ‘doing’ or process dimension, and the ‘being’ or infrastructure dimension. Achieving or having specific results such as marks or performance requires behaving or doing things in a certain way that produces such results, and behaving in such ways requires being the type of person capable of such behavior or action. Thus, the highest leverage comes from becoming the person or organization capable of behaving in the way that produces results.  .Confidential
  12. 12. HES Architecture – a 3x3 superposition of the Noun and Verb Holistic Education System Map Noun (I) (We) (It) Verb Individual Relationship Task Personal Interpersonal Impersonal (Have) Whole personality Connectedness, Optimal cost of Result formation and Belonging and education, sustainability Product growth solidarity amongst of HES stakeholders (Do) Full engagement Healthy interactions Holistic Education Behaviour with, commitment of learning, Process catering to Process to, and participation evaluation and body, mind and heart with the HES cooperation aspects of all stakeholders (Be) Personal Values of Culture/ Shared An organizational Infra openness, curiosity values of infrastructure that caters Platform and wonder collaboration, to both quality (depth) mutuality and and quantity (width) integrityConfidential
  13. 13. The ‘It’ Platform (Entity) Two options of structuring the entity to build and run HES  A Government owned enterprise which draws upon the world’s best talent to run the show (Singapore Model)  A PPP venture that is jointly owned and managed, and draws upon • The Government for Hard Infrastructure Provisioning, umbrella sponsorship and influence resources for socio-economic facilitation • The Private enterprise for ‘Business Management’ of the entity with qualified goals of ‘Return’ and Output accountability  The HES Board will draw upon the world’s wisdom and expertise in an open, non-proprietary manner .  The HES will cater to three key stakeholder bases of the educational system, each of which are incomplete without the other two: students, parents and teachers.  The HES will have both a physical and virtual presence in its earmarked domain of influence, which will eventually be borderlessConfidential
  14. 14. The ‘It’ Platform (HES Org Structure) HES BOARD STAKEHOLDER FACULTY INFRA MGMT RELATIONSHIPS See next • Outcome metrics • Facilties slide for for the ‘I’ and ‘We’ • IT Platform detailed columns • HR structure and • Admissions • Finance mandate • Ongoing contact • Legal management • Compliance • Evangelization & media • Academic relationshipsConfidential
  15. 15. The ‘It’ Platform (Delivery Organization) Each Faculty Unit will be responsible for: PARENT FOCUSED 1. Curriculum Design for FACULTY FACULTY FACULTY a. Child b. Teacher c. Parent 2. Teaching CHILD FOCUSED 3. Learning Outcomes 4. Global benchmark HEART MIND BODY management 5. Continuous evolution of both TEACHER FOCUSED curricular product and process (1&2)Confidential
  16. 16. The ‘It’ Process  Learning materials (Content) will be prepared and designed leveraging sources of similarly inspired initiatives, though not necessarily limited to them • Rudolf Steiner’s Waldorf Education System • A.S. Neill’s Summerhill Model • Dee Dickinson’s Whole System Learning / New Horizons • The David Lynch Foundation for Consciousness based education  The following processes will be defined for each recipient segment (child, teacher, student) with room for mass customization • Instruction and Evaluation • Ongoing connection and mentorship  These processes will leverage both the physical and digital medium to optimize cost, reach, time and effectiveness  The processes will embrace both theory, practice and application components to make for holistic learning and assimilationConfidential
  17. 17. The ‘It’ Product  The HES offering will be positioned as a ‘social upliftment service’ and will solicit the active participation and contribution from various segments of society  A multi-tiered pricing policy will be adopted, so that recipients pay as per their capacity to pay, subject to some overall guidelines  A separate offering will be designed for the socially marginalized sections who have missed out on primary education. This offering will be made available to ‘first time recipient’ adults in a compressed form  It is envisaged that the HES offering can be offered both as • A standalone version owned by HES • Affiliate versions where HES works with existing schools to complement and enrich their current curricular structures • Parents and teachers will have the opportunity of receiving ‘part time’ weekend based curricular packages  Once the content and curricular structures and processes become mature, a ‘Franchise’ model can be adopted for reach and scalabilityConfidential
  18. 18. Evolving Education  The Product, Process and Platform will all be dynamically evolutionary, rather than statically bound in rule-set and prescriptive structure  The entire ‘It’ constitution will evolve with the new patterns of human thinking in the 21st century • The transition from mechanical predictability to inter-relational flux of living systems • The philosophical transition from modernism to post-modernism and beyond • The transition from disciplinary to multi-, inter-, post- and trans- disciplinary • The emergence of new rational discourses on spirituality not limited by religious doctrine • The transition from studying the past to an awareness of the value of foresight and futures thinking, in parallel, paradoxically with the deconstruction of the modernist, linear narrative of timeConfidential
  19. 19. The ‘I’ and ‘We’ Outcome measures  ‘I’ Column : Multi-intelligence quotient of all recipients • Linguistic Think SAT – Classic IQ • Logical-mathematical • Musical • Bodily- Kinesthetic • Spatial • Interpersonal Emotional Intelligence • Intra-personal  ‘We’ Column: Social GNH (Gross National Happiness) metrics • Domestic violence • Divorces • Crime • Public Health (Mental and Physical) • Delinquency and AddictionsConfidential
  20. 20. Next Steps  Determine a ‘Bounded Space’ for piloting the HES initiative. This could be a state in the country, with its autonomous Education Ministry  Find an ‘executive sponsor’ for the HES initiative in that Bounded Space  Constitute a management task force for the HES initiative, including academicians, education scientists, political sponsors, mind-body practitioners, systems theorists, nutritionists, behavioural scientists, child developmental psychologists, business management professionals, that changes most aspects of the diagram below!  Create a Strategic ‘Plan’ with a 20 year horizon, where ‘return’ is measured both in financial and non-financial terms  Kick-off the HES InitiativeConfidential
  21. 21. Thank YouConfidential

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