This document discusses holistic and multicultural approaches to problem solving in education. It examines both traditional and holistic models of problem solving, noting that traditional models may not enhance learner skills as directly. A holistic model takes a more multidimensional approach, considering physical, mental, social and cultural aspects. Several studies are reviewed that explore learning styles, bibliotherapy, project-based learning and other techniques from a holistic perspective. The overall aim is to empower educators to use holistic, multicultural problem solving approaches more effectively with diverse learners.

1. A Holistic Approach to Problem Solving in Education:
A Multicultural Psychodynamic Perspective

2. Tennessee State University
EDCI 6300
Dr. Celeste Williams
Innocence Branch, Sierra Knaus (Ham),
Biale Zua

3. Problem Solving &
Contemporary Education
Improving individuals' problem solving and decision making abilities
is recognized as a great issue in education.
Research regarding personality and cognitive styles identified
important individual differences in how learners approach and solve
problems and make decisions.
Overall aim of this report- to clarify the nature of holistic, multicultural
problem-solving from a psychodynamic paradigm which may then
empower helping professionals (e.g., educators and counselors) to
use it more efficiently with learners.

4. Problem Solving in the
New Millennium
Holistic instructional approaches can be used
address individual differences in a multicultural
environment.
Studies show student learners’ mental dexterity
must be cultivated in order for them to reach their
approximate achievement potential in education
& as future professionals.

5. – Guerra, N. S., Flores, B. B., & Claeys, L. (2009). A Case Study of an
Induction Year Teacher's Problem-Solving Using the LIBRE Model
Activity.
“Modern students Learn more effectively in
pedagogical practices that emphasize holistic
thinking, active learning, visual media and
problem-solving.”

6. –Blaschke, L. M. (2012). Heutagogy and Lifelong Learning: A Review of
Heutagogical Practice and Self-Determined Learning
“Pedagogical and andragogical, educational
methods are no longer fully sufficient in
preparing learners for thriving.”

7. Learning Styles
Different students have different learning styles or
characteristic strengths and preferences regarding the
ways in which they integrate and process information.
- Active or interactive learning
- Introspective & individual

8. Problems & Problem
Solving
A problem, by definition is any stimulus, question, task,
phenomenon, or discrepancy, the explanation for which is
not immediately known.
Problem-solving tasks in learning are seen as a vital
aspect of the learners’ competencies because they require
the usage of erudition and precepts to new situations.

9. Problem-Solving Tasks in
Education
Seen as a vital aspect of the learners’
competencies because they require the usage of
erudition and precepts to new situations.
Done to gauge and bolster the learners’ true
discernment for acquired knowledge.

10. Holistic Approach to Problem
Solving in Education
Plato and Rousseau introduced the foundations of holistic
education centuries ago- holistic psychology is a fairly novel
concept to the problem solving aspects in the American
education value system.
Multi-dynamic approach
Brings about a pedantic/practical integration that includes
the physical, spiritual, and mental attributes of the individual
from within a social-physical lexicon.

11. Traditional Education Model of
Problem Solving
Places more emphasis on having the keys to problem
solving that forces the learner to focus on accessing the
external wisdom and skills of the helping professional.
Posits the helping professional (often an educator) as
both the expert (gate keeper of the knowledge) and an
icon.
These activities may not produce direct, measurable
outcomes for enhancing the learner’s problem solving
skills

12. Our Research
Focused on student performance under challenging situational
conditions that often demand creativity, strategic reasoning,
insight, and perseverance to resolve complex problems from their
cultural perspective.
Examined several relevant studies regarding this topic including:
Jungian psychology, Gestalt psychology, Humanistic psychology,
and the constructivism theory into our investigation process.

13. Gestalt Theory
Investigation
Vagueness as to how this theory can assist
learners with certain mathematical problems.
The scope is always on the problem and the
learner’s view of said problem which could
overlook context for content.

14. Students in a Career Studies Program Who
Participated in a Course on Holistic Approach
to Multicultural Creative Problem Solving….
4 theoretical models were developed:
- a definitional model of intuition
- a skill set for intuition
- a process to improve the effectiveness of intuitive tools
- and a transformational model of learning.
Models were designed as a way for creativity practitioners to
understand this phenomenon and to incorporate it into their multi-
faceted practices.

15. This study made the
following queries:
Are intuitive tools and techniques effective in
CPS? If so, when are they effective?
When CPS is taught from a
multicultural holistic perspective, is
transformation likely to occur?

16. Helping professionals must take into account the unique,
individual differences in problem solving and decision
making must be considered to adequately understand the
dynamics of these processes.
First - consider which types of learning approaches and
atmosphere most appropriate to the learner (would require
having some working knowledge of the learner’s personal
dynamics and/or issues).
Secondly - must possess a mastery and understanding of
the kinetics the process of values development involves.
Study Findings:

17. Valentin (2006)
Examined if educators were being prepared to meet
the needs of diverse students.
Concluded that everyone involved in education
must be unified in their commitment for diversity to
be a focus of any preservice teacher’s education.

18. Bibliotherapy
Bibliotherapy is a projective, oblique intervention tool that uses literature for individual
prosperity. This holistic tool can be used to offer insight about individual problems,
stimulate discussion about problems, create awareness that other people have similar
problems, and in many instances provide solutions to issues.
Iaquinta & Hipsky (2006) examined bibliotherapy as a problem-solving tool and
declared “the theoretical process of bibliotherapy is based in the psychotherapy
principles of identification, catharsis, and insight”
Can positively affect students with particular issues & explain that learners with these
problems may be characterized as inefficient in comprehending and solving problems.
Helping professionals (e.g., educators, counselors) can utilize bibliotherapy to assist
learners of all backgrounds with high-incidence disabilities to learn how to become
proactive problem solvers.

19. Project-Based Learning
(PBL)
Students are given the opportunity to collaborate
with their peers.
Team work- students are required to solve
problems and answer questions.
Encourages creativity & new skills. Students
required to present what they learned during the
project.

20. A Holistic Approach to
Education
Cranfield uses a unique approach to education focusing on diversity
and a holistic multicultural approach to problem solving issues in
education.
Cranfield uses ‘mythodrama’ (includes the learners’ mind, body
and spirit) pairing Shakespeare with MBA students.
Reported that mythodrama helps learners to “explore management
issues, experience personal development, and hone leadership and
presentation skills.”
(Cranfield & Taylor, 2008)

21. Concluding
Summaries…

22. Traditional Education
Model
Traditional education model of problem solving in education can
be problematic for a number of reasons.
May not produce direct, measurable outcomes for enhancing the
learner’s problem solving skills.
Traditional learners could adopt a more passive role in as
opposed to an active learner in their own problem solving.
Flexible thinking may encourage students to approach these
learning experiences with an open and adaptable mindset.

23. Holistic Problem Solving
Model
Helping professionals (Counselors and educators) should
include balanced concrete information (sensing) with
conceptual information (intuitive).
Helping professionals might also introduce theoretical
materials by first producing issues that relate to the theory
(inductive, sensory, and global).
Learners could benefit from experimental examinations
before presenting the routine principles.

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25. Equitable Pedagogy
Exists when educators modify their teaching in ways that
will facilitate the academic achievement of learners from
diverse racial, cultural, socioeconomic, and language
groups.
Includes using a variety of teaching styles and approaches
that are consistent with the range of learning styles within
various cultural and ethnic groups.