Vision 2030. The structural ingredients of education viewed as an instrument of social transformation

1. Holistic Education
Vision 2030
ICC
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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.
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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.Schumacher
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4. Holistic Education – The Mandate
 Children of today will form the generation of tomorrow, custodians of the
world we leave behind
 Children need to be alive to their true potential at the early age before they
are conditioned into wrong notions, ideas and worldviews
 Educational Institutions of today focus on numeracy and literary, but not
character formation in a holistic sense
 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 world
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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
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6. Holistic Education – Structural Components
Aspects of Human Personality
Body Mind Heart
Nature of Nutrition Comprehension Values
inputs Physical activity Knowledge Aesthetics
Energetic activation Informational input Wisdom input
Skill/ Quality Optimum Health Mental Agility Moral intelligence
achieved Physical Fitness Deep curiosity Appreciation of
Balance and Poise/ Info Processing beauty and Truth
Kinesthetic quality and Emotional Mastery
Intelligence Learnability
Impact on Better health, Greater creativity Higher mutual
society vitality. Lesser and innovation. respect, compassion
healthcare costs Lesser cost of rework and harmony. Lesser
costs of conflict and
corruption
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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 unknown
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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 fairly
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.
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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 misguided
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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 Personality
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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.
 .
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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)
integrity
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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 borderless
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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
relationships
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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)
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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
• www.feeleez.com
 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 assimilation
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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 scalability
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18. 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 Addictions
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19. Next Steps
 Find an ‘executive sponsor’ for the HES initiative
 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, global think tanks, business
management professionals
 Conduct a ‘market survey’ to evaluate demand and supply side
readiness
 Create a Detailed Strategic Plan for constitution and implementation
 Create a financial plan with a 20 year horizon, where ‘return’ is
measured both in financial and non-financial terms, in line with
outcome measures defined earlier
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