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Future Schools and Holistic Education as the Practice of
Freedom for Growth through Learning
A Scientific* Rationale for Holistic Education (*in the sense of holistic science)
People who respect their own humanity can respect the humanity of others. Children become morally intelligent adults if they have been provided with an education which allows for their complete psychological and moral or 'spiritual' development. ation shall be directed to the full development of the human personality and to the strengthening of respect for human rights and human freedoms "Educ" (Universal Declaration of Human Rights
The basic right of the human being is the right to be responsible to their instinctive drive for developing their humanness... to be 'human'. So what is it to be 'human'? The human species is a social species; the human organism is a social organism with a social brain and the human personality or 'human nature' is a function of the instinctive sense of responsibility to itself for complete psychological development or 'humanisation'... a function of moral or 'spiritual' development... development of spiritual insight or 'intuition' which is required for accurate social evaluation leading to creative and thus effective adaptation to changing social conditions. Creative, productive and adaptive social behaviour depends on a developed system of moral values... metavalues or 'spiritual' values of truth, beauty, justice, lovingkindness or 'compassion'.... 'virtues'... enable the individual to relate to others, to initiate understanding and to create amicable relations between individuals and social groups... i.e. 'social intelligence'. Spiritual development is a function of auto-construction of moral consciousness or rational 'conscience', the 'human spirit'...an emergent property of brain functioning... involves complete cognition dependent on development of the brain's intrinsic capacity for perception of the social reality as a whole or 'holistic perception'. Our species adaptability and survival ultimately depends on complete psychological development or 'maturity'. When conditions of fear and insecurity predominate, human moral development is arrested at the lower egocentric level of consciousness and motivation is driven by the ego-needs for security and self-esteem. With frustration of growth to maturity moral or 'spiritual' development is inhibited. The individual in the state of arrested development... psychological immaturity... has a fear based resistance to the present moment... dichotomous or 'dualistic' perception of the social reality ('you' versus 'me') which leads to incomplete cognition and limited understanding of social immaturity.
"The most dangerous members of our society are those grownups whose powers of influence are adult but whose motives and responses are infantile" ( Overstreet. The Mature Mind. 1949)
A Holistic Vision: Humankind with its collective egoic mind and resulting psychopathology or 'psychosis' makes it a threat to its own survival. Dysfunctional growth and development or 'neurosis' results in the auto-construction of authoritarian conscience which is inadequate for full understanding and effective adaptation.The limited perception of human egotism ultimately translates into the inability to resolve critical human problems. If immature individuals who are in positions of power over others have not yet reached the appropriate level of understanding, they will make decisions which lead to misinterpretation, misunderstanding, conflict, destruction, war and other manifestations of human wickedness or so-called 'evil'. Evil human behavior results from the crippling effect of insecurity and low self-esteem... Human behaviour becomes evil only if the proper conditions for growth and development are lacking... evil results from the failure to realize life...failure to realize human potential or 'self-realization' ('self-actualization'). Evil is derived from the social disorder of disordered societies. Adults whose natural developmental needs are suppressed by social conditioning are not spiritually developed and do not reach maturity. They operate with distorted value systems and unbalanced thought patterns. The resulting dysfunctional modes of behaviour contradict the interests of their own humanity, the humanity of their children and the humanity of the rest of humankind. Much of recorded human history involves power politics and power struggles involving the irrational reactions and responses of immature adults who hold mature adult positions and play mature adult social roles. Those considered to be 'evil' are really just retarded to some degree and not fully human... they are not healthy specimens of the species. Since their development has been arrested at the ego level of consciousness, they suffer from the problem of distorted perception... perceiving people who think as a threat to their ego demands. They defend themselves with psychological defense mechanisms and try to adapt to social change using trial and error coping mechanisms which lead to misunderstanding and conflict. Their influence can be deadly if it is combined with authoritarianism and dominance and they hold onto power because people enable them to by choosing to remain ignorant of the social reality.
"If life's tendency to grow, to be lived, is thwarted, the energy thus blocked undergoes a process of change and is transformed into life-destructive energy. Destructiveness is the outcome of unlived life. Those individual and social conditions which make for the blocking of life-furtheriing energy produce destructiveness which in turn is the source from which the various manifestations of evil spring." (Fromm Man For Himself )
There is urgent need for positive social transformation through individual evolution as spiritual development of consciousness from the basic egocentric level to the higher levels of morality... or 'spirituality'. Human spirituality is the 'creative spirit' or 'life force' which emerges with the development of conscience and is thus a function of the natural organic growth process which generates the unfolding of the human personality and guides human evolution. In order to transform our world, we need to recognize and respect human developmental needs, to honour our children and offer them an education which provides them with the conditions of freedom which they need to engage their instinctive motivational needs for growth through learning... the natural process of construction of mature and rational 'conscience' which is a function of complete psychological development, to cultivate their potential for complete humanness, to develop into complete human beings... 'self-actualisation'. Education which aims for children's self-actualisation... 'holistic education'... enables them to become responsible socially balanced adults with attributes of moral intelligence and the wisdom of compassion which is required for creative and effective social adaptability. Today there is a fundamental shift away from the traditional paradigm of education based on the belief that children have to be 'taught' the human values required for social adaptability... a shift towards the new 'holistic' paradigm of education which is based on the understanding that human values are instinctive and therefore biologically based. Holistic education is based on understanding and respect for children's psychological needs, their moral or 'spiritual' needs... the 'metaneeds'... as well as their 'ego needs' for security and self-esteem.
"To save us from ourselves we need to give up our attachment to the cultural beliefs which hold back our evolution and surrender to the urgent call of the life force. “ (Ron Miller. Holistic Education: A Response to the Crisis of Our Times)
Human adaptability and survival depend on the accurate perception of reality as a whole or 'holistic reality.' Accuracy of perception is a function of the extent to which one develops beyond the limitations of the ego and its egocentric mode of irrational thought and behaviour patterns. Consequently we can bring about the much needed positive change through individual and collective transcendance beyond ego i.e. 'self-transcendence'. Self-transcendence is a function of the capacity to transcend one's mind made self and relate to one's fellow human beings by connecting to their human core, their humanity or essence through the instinctive emotion of unconditional love which is the power by which we can transform the world. With self-transcendence we are be able to experience unconditional love and so engage in relationship based on the accurate evaluation of self, the 'other' and the world. We need education for cultivation of creative intelligence and empathy required for effective human adaptability... education for complete human development (development of the brain/mind) ie. 'whole person education' or 'holistic education'. In this context it is the responsibility of the educator to facilitate learning in such a way that the individual can perceive the social, political, and economic contradictions in their social environments and then take appropriate action against the oppressive elements in order to be able to think intelligently and effectively and so resolve their human problems.
"The greatest danger lies in our ignorance. We know how to find pearls in the shells of oysters, gold in the mountains and coal in the bowels of the earth, but we are unaware of the spiritual germs, the creative nebulae that the child hides in himself when he enters our world to renew mankind." (Maria Montessori The Asorbent Mind 240)
Whole-person education or 'holistic education' is based on awe and reverence for the inner life of the growing person. The aim of human growth is optimal human development and the fulfillment of the power of moral responsibility or 'self-empowerment'... a function of individual freedom to engage in positive and meaningful learning experiences... to accomplish natural educational goals of human excellence... involving creativity and productiveness or 'work'... has psychological value... when it engages moral or spiritual’ development enabled by the conditions of freedom which are required for personality integration or 'integrity' and integration with one's environment. Holistic education is 'responsible education'... a pedagogy of liberation or 'freedom' in the sense that it implies social responsibility... so 'responsible freedom'. The end result of a pedagogy of freedom is the full humanisation of the individual and the society. Holistic education is education for a culture of for development of morality or 'spirituality' as the foundation for peace, community and true democracy, sustainablity... are only possible with the complete development of the uniquely human feature which is the moral or 'spiritual' faculty. Human morality or 'spirituality' enables the individual to be concerned... have empathy... for the welfare of fellow human beings and promotes the cooperation required for survival of the species as a social species. Of primary importance is the need for freedom unconditional love which is prerequisite for normal growth and development... freedom to the development of character as responsibility to oneself for the cultivation of wisdom of intuitive understanding or ... 'social intelligence' Social intelligence is a function of moral or spiritual development.
The recognition of the psychological value of work in human psychological development is the basis for the organization of schools for humanity.
The continued evolution of humanity depends on complete development of moral consciousness or 'conscience' as the human spirit and depends on the spiritual development of human individuals and the societies which they create. Humane individuals create humane societies. We need to our collective human problems, social and political, in terms of education. We must trust ourselves to trust children as learners who have an instinctive responsibility to themselves and their growth through learning. They must be trusted with independent study, with challenges, with problems to solve and with appropriate social responsibilities. They will respect the understanding teacher and will respond to respect for their humanity, their intelligence and their natural sense of responsibility to themselves, to their community and to their world. The dysfunctional relationship with oneself and the other leads to irrational fears which translate into the fear based emotions and attitudes which prevent authentic relationship and complete cognition necessary for empathic understanding of the social reality. Inauthentic relationship and incomplete cognition are not only non-adaptive but can be destructive enough to lead to unbalanced behaviour and human wickedness. The so-called 'evil' of human wickedness is the result of undeveloped irrational conscience originating in the deprivation of unconditional love which communicates security necessary for spiritual growth as development of rational conscience. In this, way loveless environments contradict the interests of humanity and hinder its capacity for adaptation to changing social conditions i.e. its 'adaptability'.
A question often asked by critics of holistic education: Does holistic education prepare students for today’s world? Many of the problems of the world... our human problems... result from the lack of moral intelligence which derives from over emphasis on competition involving collaboration which is immoral, unintelligent, irresponsible and therefore destructive. Such inadaptive competition is characteristic of the egocentric level of human consciousness and its desire to protect its own self interests. Egocentric and immoral or 'unethical' competitiveness cannot be the way to resolve the problems which it created in the first place. The way to solve our collective human problems is through competition involving collaboration which is intelligent, responsible, creative and therefore adaptive because it is moral or 'ethical'. Ethical competition is characteristic of the moral or ‘spiritual’ level of human consiousness and its concern for the welfare of others. For this reason, our survival and continued evolution depends on the choice of philosophical paradigm which underlies the education which we offer to our children. We need to implement an educational philosophy which is creative and therefore adaptive because it is based on the need to respect the spiritual nature of the human personality or 'human nature'... to cultivate moral intelligence of moral consciousness or ‘conscience’. Morality of creative intelligence is a function of the complete development of the personality based on cultivation of the person’s human potential. Education for development of human potentiality is education for development of the person as a whole being or ‘holistic education’. So ‘yes’, holistic education does prepare students for today’s world.
"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has." (Margaret Mead)
Interactive Book: A Scientific Rationale for Holistic Education
titles of texts
a. topics b. titles of textsc.
outline (texts in context)and chapters 4. glossary 5. quotation references
6. alphabetic index: (keywords) 7. bibliography (books and articles) 8. dedication 9. biographical statement 10. short texts
other pages... Happiness or 'Success' as Function of Higher Consciousness or 'Wealth Consciousness'
So-called Schizophrenia as Uncontrolled Spiritual Emergence or 'Spiritual Emergency'
What is holistic education? www.infed.org/biblio/holisticeducation.htm
Articles by Dr. Ron Miller: wwwpathsoflearningnet/articles.php
Capetown Open Education Declaration http://www.capetowndeclaration.org/read-the-declaration
Four Winds: Renewing Education and Community http://www.fourwindsgreatbarrington.org/contact.htm
Global Alliance for Transforming Education www.ties-edu.org
European Democratic Education Community www.eudec.org
European Public Consultation Document on Education
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