This document discusses holistic and multidisciplinary education. It defines holistic education as engaging all aspects of learning - physical, emotional, cognitive, language and spiritual. A holistic approach integrates these different domains of learning. The document advocates for holistic education because research shows the importance of developing a child's wellbeing, not just academics. It discusses types of collaboration like multidisciplinary, interdisciplinary and transdisciplinary. It also outlines how the New Education Policy promotes holistic and multidisciplinary learning through initiatives like multidisciplinary universities, liberal arts education, STEM skills, research opportunities, multiple exit/entry points and more.
Webinar conducted by Department of Education, Manonmaniam Sundaranar University on the topic 'Perspectives of politics of education', handled by the Resource Person
J.Vinotha Jaya Kumari,
Alumnus of Manonmaniam Sundaranar University,
Tirunelveli- 627 012
Webinar conducted by Department of Education, Manonmaniam Sundaranar University on the topic 'Perspectives of politics of education', handled by the Resource Person
J.Vinotha Jaya Kumari,
Alumnus of Manonmaniam Sundaranar University,
Tirunelveli- 627 012
Holistic education is a philosophy of education based on the promise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to humanitarian values such as compassion and peace. Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning.
Holistic Education is a multi-levelled experiential journey of discovery, expression and mastery where all students and teachers learn and grow together.
It is a quest for understanding and meaning. Its aim is to nurture healthy, whole, curious persons who can learn whatever they need to know in any new context. By introducing students to a holistic view of the planet, life on Earth, and the emerging world community, holistic strategies enable students to perceive and
understand the various contexts that shape and give meaning to life.
Holistic education recognizes the innate potential of EVERY student for intelligent, creative, systemic
thinking.
Holistic Curriculum is inquiry driven, interdisciplinary and integrated, and is based on explicit assumptions of disconnectedness, wholeness and multi-dimensional being.
It recognizes that all knowledge is created within a cultural context and that the "facts" are seldom more
than shared points of view. It encourages the transfer of learning across academic disciplines. An holistic
curriculum encourages learners to critically approach the cultural, moral and political contexts of their
lives.
Holistic Learning is organised around relationships within and between learners and their environment while empowering learners to live fully in the present and to co-create preferred futures.
This document aims to discuss the overview of the CMO no. 20, series of 2013 concerning on the General Education Curriculum: Holistic Understandings, Intellectual, and Civic Competencies. The abovementioned CMO serves as the legal basis of the subject Understanding The Self
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
Module 12: Pedagogy of Social Sciences (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
Understanding the relevance of Social Sciences in order to appreciate the phenomena of continuity and change.
Recognising the relevance of the subject in establishing inter linkages with natural and social environment.
Appreciating the values enshrined in the Constitution of India such as justice, liberty, equality and fraternity and the unity and integrity of the nation and the building of a socialist, secular and democratic society.
Classifying and comparing the cause and effect relationship in the context of occurrence of events, natural and social processes and their impact on different sections of society
Explaining the concepts like unity in diversity, democracy, development, diverse factors and forces that enrich our culture and art.
Discussing the need for evolving plurality of approaches in understanding natural and social phenomena
Creating awareness and sensitivity towards diversity, gender disparity, needs of Children With Special Needs (CWSN) and marginalised sections of society.
2.-Philosophical-foundations-of-curriculum.pdfTeacher MAC
Curriculum, according to its Latin origins, literally means to run a course (Glatthorn et al., 2009). A curriculum philosophy is a set of values or criteria that guides all decision-making when developing a curriculum (Wiles, 2005). Educators utilize philosophy to create curriculums by setting priorities.
Mobile Application to Enhance Functional Language Skills of Hearing Impairedp...Ram Nath
DEVELOPMENT AND VALIDATION OF VISUAL BASED MOBILE APPLICATION
TO ENHANCE FUNCTIONAL LANGUAGE ACQUISITION SKILLS
AMONG THE INDIVIDUALS WITH HEARING IMPAIRMENT
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. Holistic Education
• A philosophy of education based on the premise that
each person finds identity, meaning, and purpose in
life through connections to the community, to the natural
world, and to humanitarian values such as compassion
and peace.
• In an Education, means engaging and developing the
whole person through education.
• Helps to bring the development of the different levels
for the learners. [physical, emotional, cognitive, language
and spiritual].
• It's the concept that the human being is multi-
3. Why Holistic Education?
• The world research emphasizing the significance of holistic
approaches to education, early childhood educators are being
challenged to integrate a teaching practice that focuses less on
the traditional milestones of academic development, and more
on the complete physical, emotional and psychological
wellbeing of a child (UNESCO, 2002).
• The research is compelling and studies show that over time, even
persons with average IQ (Intellectual Intelligence) but with high
EI (Emotional Intelligence) are significantly more successful
than those with much higher IQs but low EI (Goleman, 1995).
• Cognitive, social, cultural, physical, emotional, and spiritual
dimensions of human development are integrally
interwoven.
4. • The curriculum takes up a model of learning that
weaves together elaborate patterns of linked
experience and meaning rather than
emphasizing the acquisition of discrete
skills.
• The child’s whole context, the physical surroundings, the
emotional context, relationships with others, and the
child’s immediate needs at any moment will
affect and modify how a particular
Why Holistic Education? Contd.
6. Why holistic approach ?
This integrated view of learning sees
• The child as a person who wants to learn, sees the task
as a meaningful whole, and sees the whole as
greater than the sum of its individual tasks or
experiences.
• Holistic Approach integrate learning and development.
• Constant, warm relationships that connect everything
together.
• Opportunities for open-ended exploration and play.
7.
8.
9. Holistic Approach in Institution
• Development is holistic; it consists of inter-dependent
dimensions.
• This means that the child’s development cannot be fragmented
into health, nutrition, education, social, emotional and spiritual
variables.
• All are interconnected in a child’s life and are developing
simultaneously.
• Progress in one area affects progress in others. Similarly,
when something goes wrong in any one of those areas, it has an
impact on all the other areas.
• Holistic Approach helps the child to over come from learning
difficulties. As it helps the child’s over all development.
10. A Typology of Collaboration
• Multidisciplinary
• Interdisciplinary
• Transdisciplinary
12. Interdisciplinary
• A conversation between and
among disciplines
• Working together on solving a
common problem
• Like a collaborative health care
team
13. Transdisciplinary
• A sustained conversation across and beyond
disciplinary boundaries
• Creates a new shared idea / language
• Such as the emergence of family systems
medicine
14.
15.
16. Three Main Types of Participation
• Multidisciplinary
• Interdisciplinary
• Transdisciplinary
17. Multidisciplinary Teams
• Collaboration among many scientific
disciplines-crops, livestock, medical,
social.
• Often with minimal interaction between
each other-might be aware other groups
are around.
18. Interdisciplinary team(s)
• Deals with a subject at the frontier
between two disciplines-such as nutrition
(between food and health).
• Often a researcher may need training in
both disciplines.
19. Transdisciplinary Teams
• Based on continuous collaboration among
several disciplines. To some degree, all participate
in:
Development of protocols-to ensure all elements
of ecosystem are included
Conducting fieldwork
Interpreting and integrating results
Integration of different knowledge systems
23. • 64 ‘arts’ are not only subjects, such as singing
and painting
• Also ‘scientific ’fields, such as chemistry and
mathematics.
• ‘Vocational ’ fields such as carpentry and
clothes-making,
• ‘Professional ’fields, such as medicine and
engineering,
24. Liberal Arts NEP-11.1, P36
• ‘knowledge of many arts’ or what in modern times is often called the
‘liberal arts’.
• During the era of classical antiquity, liberal arts was considered
essential education for a free individual active in civic life. At the
time, this would have entailed being able to participate in public
debate, defend oneself and serve in court and on juries, and
perform military service.
• At this time, liberal arts covered only three subjects: grammar,
rhetoric and logic, collectively known as the trivium.
•
This was extended in medieval times to include four further
subjects: arithmetic, geometry, music and astronomy, named
the quadrivium – so there were seven liberal arts subjects in
25. Liberal arts education today?
• A typical liberal arts degree program is interdisciplinary, covering
topics within the humanities, as well as social, natural and formal
sciences.
• The liberal arts spectrum is generally accepted as covering the
following fields:
• Humanities – includes art, literature, linguistics, philosophy,
religion, ethics, modern foreign languages, music, theatre, speech,
classical languages etc.
• Social sciences – includes history, psychology, law, sociology,
politics, gender studies, anthropology, economics, geography,
business informatics, etc.
• Natural sciences – includes astronomy, biology, chemistry,
physics, botany, archaeology, zoology, geology, Earth sciences, etc.
26. Career Paths
• Academia: the interdisciplinary knowledge and skills gained from a liberal arts
education will lend an extra dimension as you explore, research, and/or teach a
chosen subject.
• Art: photography, commercial art, painting, interior, graphic and visual design
• Education: pursue additional qualifications to become a teacher, where you can use
your breadth of knowledge to help a wider range of students, or to teach a wider
range of subjects.
• Interpreter: many liberal arts students learn at least one foreign language, which can
help you become a qualified translator, transcriber or interpreter, become a foreign
language teacher or journalist, or work in the tourism and travel industry.
• Marketing: whether you choose advertising, promotions, public relations, journalism,
news editing or copywriting, the humanities subjects you covered will help you
understand people better, while your communication skills will help you be better
understood.
• Political science: careers in this field include law, public policy, politics, business,
and working for NGOs and charities.
• Other career paths: biology (healthcare, laboratory assistant, research assistant),
business (entrepreneur, store manager, salesperson), event planning, environment
(conservation, public policy), finance (banker, accountant, financial analyst), law
enforcement, research analysis (combining statistics and psychology), and social
27. STEM NEP-11.2 P,36
A curriculum based on the idea of
educating students in four specific
disciplines — science, technology,
engineering and mathematics — in an
interdisciplinary and applied approach.11-
Feb-2014
•
29. Social Engagement , NEP-11.3 P,36
• A holistic and multidisciplinary education would
aim to develop all capacities of human beings -
intellectual, aesthetic, social, physical,
emotional, and moral in an integrated manner.
• in fields across the arts, humanities, languages,
sciences, social sciences, and professional,
technical, and vocational fields; an ethic of social
engagement.
30. NEP-11.4 P,37
• Even engineering institutions, such as IITs, will
move towards more holistic and
multidisciplinary education with more arts
and humanities.
• Students of arts and humanities will aim to
learn more science and all will make an effort
to incorporate more vocational subjects and
soft skills.
31. Multiple Entry and Exit Points NEP-11.5 P,37
• Imaginative and flexible curricular structures will
enable creative combinations of disciplines for study, and
would offer multiple entry and exit points
• Removing currently prevalent rigid boundaries and
creating new possibilities for life-long learning.
• Graduate-level, master’s and doctoral education in large
multidisciplinary universities, while providing rigorous
research-based specialization, would also provide
opportunities for multidisciplinary work, including in
academia, government, and industry.
32. Flexibility in curriculum & novel and engaging course
NEP-11.6 P,37
Pedagogy will have an increased emphasis
on
• communication,
• discussion,
• debate,
• research, and
• opportunities
for cross-disciplinary and interdisciplinary
thinking.
33. Credits NEP-11.7 P,37
• Subjects needed for a multidisciplinary,
stimulating Indian education and
environment will be established and
strengthened at all HEIs.
• Credits will be given in all Bachelor’s Degree
programmes for these subjects if they are
done from such departments or through ODL
mode when they are not offered in-class at the
HEI.
34. Global Citizenship Education (GCED)
NEP-11.8 P,37
• Projects in the areas of community engagement and
service, environmental education, and value-based
education.
• Environment education will include areas such as
climate change, pollution, waste management,
sanitation, conservation of biological diversity,
management of biological resources and biodiversity,
forest and wildlife conservation, and sustainable
development and living.
• Value-based education will include the development of
humanistic, ethical, Constitutional, and universal
human values of truth (satya), righteous conduct
(dharma), peace (shanti), love (prem), nonviolence
35. Research Internships NEP-11.8 P,37
• Students at all HEIs will be provided with
opportunities for internships with local
industry, businesses, artists, crafts persons,
etc.,
• Research Internships with faculty and
researchers at their own or other
HEIs/research institutions, so that students
may actively engage with the practical side of
their learning and, as a by-product, further
improve their employability.
36. Multiple Exit Options NEP-11.9 P,37
The undergraduate degree will be of either 3 or 4-
year duration, with multiple exit options within this
period, with appropriate certifications, e.g.,
– a certificate after completing 1 year in a discipline or field
including vocational and professional areas,
– a diploma after 2 years of study,
– a Bachelor ’s degree after a 3-year programme.
– the 4-year multidisciplinary Bachelor's programme,
– Allows the opportunity to experience the full range of
holistic and multidisciplinary education in addition to
a focus on the chosen major and minors as per the
choices of the student.
37. Academic Bank of Credit (ABC) NEP-11.9 P,37
An Academic Bank of Credit (ABC)
shall be established which would digitally
store the academic credits earned from
various recognized HEIs so that the
degrees from an HEI can be awarded
taking into account credits earned.
NAD
38. Different Designs of Master’s Programmes
NEP-11.10 P,38
• (a) there may be a 2-year programme with the
second year devoted entirely to research for those
who have completed the 3-year Bachelor ’s
programme;
• (b) for students completing a 4-year Bachelor ’s
programme with Research, there could be a 1-
year Master’s programme; and
• (c) there may be an integrated 5-year
Bachelor’s/Master’s programme.
• Undertaking a Ph.D. shall require either a
Master’s degree or a 4-year Bachelor’s degree
with Research.
39. MERU NEP-11.11 P,38
• Model public universities for holistic and
multidisciplinary education, at par with IITs,
IIMs, etc.,
• MERUs (Multidisciplinary Education
and Research Universities) aim to attain
the highest global standards in quality
education.
40. Research Hub NEP-11.12 P,38
research and innovation by
• incubation centres;
• technology development centres;
• centres in frontier areas of research;
• greater industry-academic linkages; and
• interdisciplinary research including humanities
and social sciences research.
41. NRF, NEP-11.12 P,38
• National Research Foundation (NRF) — which
found a place in Prime Minister Modi's national
address on the Independence Day
• An autonomous body envisaged under the New
Education Policy (NEP) 2020.
• The NRF aims to fund researchers working
across streams in India.
42. Multidisciplinary Institution NEP-11.3 P,34
• A higher education institution (HEI), i.e., a university or a college.
• A university will mean a multidisciplinary institution of higher
learning that offers undergraduate and graduate programmes, with
high quality teaching, research, and community engagement.
• The definition of university will thus allow a spectrum of institutions
that range from those that place equal emphasis on teaching and
research
• i.e., Research-intensive Universities, those that place greater
emphasis on teaching but still conduct significant research
• i.e. Teaching-intensive Universities.
• Meanwhile, an Autonomous degree-granting College (AC) will
refer to a large multidisciplinary institution of higher learning
that grants undergraduate degrees and is primarily focused on
undergraduate teaching though it would not be restricted to that
43. Extension NEP-10.6 P,35
• In addition to teaching and research, HEIs will
have other crucial responsibilities, which they
will discharge through appropriate resourcing,
incentives, and structures.
• These include supporting other HEIs in their
development, community engagement and
service, contribution to various fields of
practice, faculty development for the higher
education system, and support to school
education.
44. Multidisciplinary By 2030, NEP-10.7 P,35
• By 2040, all higher education institutions (HEIs) shall aim
to become multidisciplinary institutions and shall aim to
have larger student enrolments preferably in the
thousands,
• for optimal use of infrastructure and resources, and for
the creation of vibrant multidisciplinary communities.
• Since this process will take time, all HEIs will firstly plan
to become multidisciplinary by 2030, and then gradually
increase student strength to the desired levels.
45. Multidisciplinary HEI NEP-10.8 P,35
• More HEIs shall be established and developed in underserved
regions to ensure full access, equity, and inclusion.
• There shall, by 2030, be at least one large
multidisciplinary HEI in or near every district.
• Steps shall be taken towards developing high-quality higher
education institutions both public and private that have
medium of instruction in local/Indian languages or bilingually.
• The aim will be to increase the Gross Enrolment Ratio in
higher education including vocational education from
26.3% (2018) to 50% by 2035.
• While a number of new institutions may be developed to
attain these goals, a large part of the capacity creation will
be achieved by consolidating, substantially expanding, and
also improving existing HEIs.
46. Schemes For Instance
• Deep Continental Studies (DCS)
• Himalayan Glaciology (HG)
• Indian Climate Research Programme (ICRP)
• Instrument Development Programe (IDP)
• International S&T Cooperation (ISTC)
• Joint Technology Projects under STAC/IS-STAC
• Monsoon and Tropical Climate (MONTCLIM) &
Agrometeorology
• Natural Resources Data Management System
47. R&D Schemes For Instance
• Science & Engineering Research Council
(SERC)
· Science & Society Programmes (SSP)
· Seismology Programme (SP)
· State Science & Technology Programme
(SSTP) · Technology Development Programme
(Joint Technology –Technology System
Programme)
![Holistic Education
• A philosophy of education based on the premise that
each person finds identity, meaning, and purpose in
life through connections to the community, to the natural
world, and to humanitarian values such as compassion
and peace.
• In an Education, means engaging and developing the
whole person through education.
• Helps to bring the development of the different levels
for the learners. [physical, emotional, cognitive, language
and spiritual].
• It's the concept that the human being is multi-](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)