About the Website HolisticEducator.Com  

                        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)

HOLISTIC EDUCATION : A NEW PARADIGM FOR TEACHING

What is a paradigm?

                                                                                                      A HOLISTIC VISION

 The objective is to make a case for the existence of a scientific rationale for holistic education as responsible education for responsible freedom… freedom in the sense of self-empowerment and self-determination.  

     My experiences as student, teacher and parent have taught me to respect the natural human right to growth through learning in freedom… ‘freedom’as in the absence of religious or political dogma which results in the fear, hatred  and conflict. So-called  ‘spiritual’ freedom or ‘inner freedom’ is moral freedom because it implies responsibility and thus contrasts with irresponsible freedom or ‘license’. Moral freedom allows for insight into the interconnectedness between all people and respect for one’s own humanity and respect for the humanity of others. For this reason moral freedom or ‘true freedom’ translates to outer freedom which is foundational to peace and democracy. 

  The site presents a rational or 'scientific' argument for the need to change the philosophical framework or ‘paradigm’ in which we educate or ‘teach’ the generation which follows us…  hence the title ‘holistic education as a new teaching paradigm’.

the need to shift from the traditional paradigm to the holistic paradigm of much wider scope... holistic education as education for the person as a whole.The word ‘scientific’ is used in the sense of the holistic or 'systems' approach of the science of interconnectedness or wholeness i.e. systems science or ‘holistic science’.  The hyperlink feature of internet technology makes it possible to highlight the various interconnections between  different aspects of the biological basis of the moral or ‘spiritual’ dimension of the human psyche to form a natural educational philosophy as a basis for holistic education. The Scientific Rationale for Holistic Education forms the basis for the Holistic Paradigm of Teaching. 

Discussion is based on the exploration of literary resources in connection with personal learning experiences as student, tutor, teacher and parent.

The website is an ongoing project which in itself constitutes a major learning experience.... an ongoing process of exploration and discovery.

I feel a need to share the ideas, the concepts and the hopes expressed in the website and the result is a Facebook page entitled Rationale for Holistic Education.

 

  The project makes a case for the shift in our culture from the traditional to the holistic paradigm for education… the biological basis of the moral or ‘spiritual’ dimension of the human psyche (human nature)                                                                                           

   Although traditional education with its emphasis on mechanical intelligence (IQ) predominates in our culture, educational philosophy must be taken seriously or else we risk failure to adapt to a changing world and a threatened planetand even the ultimate extinction of our species. Consequently we urgently need an education which cultivates not only mechanical intelligence.  We need an education which cultivates moral intelligence, fosters human creativity and productiveness (creative intelligence) because it is based on compassion and cooperation and therefore involves motivation based in the dimension of human nature which is beyond the ego level of consciousness… that is in the transpersonal moral or 'spiritual' dimension of the human personality or 'human nature'

In the new paradigm of holistic education the meaning of education shifts from one of external rewards or 'extrinsic motivation' to one of intrinsic rewards or 'intrinsic motivation'. Consequently the role of the teacher shifts from one of instructor to one of moral agent in the sense of provider of resources and  'facilitator of learning'.

   Holistic education is education for freedom in the sense of self-empowerment and self-determination of maturity...  so 'responsible freedom' based on inner freedom as opposed to immature and irresponsible freedom or 'license'. Cultivation of a mature sense of responsibility involves personality integration based on  fulfillment of the 'higher psychological needs' for 'metamotivation' - the spiritual needs or 'metaneeds' - as well as the so-called 'lower psychological needs' for security and self-esteem or 'ego needs'. Ego needs constitute the driving force behind motivation for mechanical intelligence and its fear based ego-centric world of competition and material rewards. The crucial factor of quality education is learning which engages the natural development of consciousness of the human social values, moral or ethical values, the 'metavalues' or 'spiritual ' values of moral consciousness or 'conscience'. Engagement of moral development in the learning process makes it personally meaningful... the learner becomes morally complete while they become knowledgable... they acquire the intuitive intelligence which they need in order to apply their knowledge in ways which are creative and adaptive.

True democracy depends on universal education for complete human development involves personality integration necessary for harmonious living on all levels - personal, social and global i.e. 'holistic education’..

Holistic education is based on the recognition and respect for the natural rights of all children to learn and grow in freedom...  freedom from dogma so ‘spiritual’ freedom or ‘inner freedom’. Inner freedom is moral freedom because it implies responsibility.

 Human nature is a social nature which depends for its development on moral freedom and its translation to outer freedom which is authentic. As a function of complete human development, authentic freedom or ‘true freedom’ is foundational to peace and democracy which therefore depends on universal education for development of the person as a whole i.e. 'holistic education’. Holistic education is meaningful education because it aims for development of the person as a whole, as an integral being, a person of integrity. It is therefore based on respect for the person’s psychic needs, their capacities and their interests and in addition on the development of their potentialities in all aspects – psychological, emotional, intellectual, artistic, moral or 'spiritual' and therefore social. Meaningful education depends on the freedom to create meaning or 'learn' and the freedom to create or 'work' making it possible to construct a personal sense of responsibility which is needed for adapting intelligently and effectively to the demands and the problems of life. Complete psychological development is necessary for harmonious living on all levels - personal, social, communal, environmental and global... a necessary prerequisite for the proper stewardship of our planet earth and the survival of our species.

                                                           https://www.facebook.com/pages/Rationale-for-Holistic-Education/658914974135883


 HYPOTHESIS  Problem for a 'science of man': to formulate a scientific definition of human nature. Problem for 'science of ethics': to formulate a scientific definition of man's intrinsic value system. Problem for 'science of education:' to define a scientific definition of the aim of education.An inquiry into the 'science of ethics' is simultaneously an inquiry into the 'science of education' and the 'science' of man.' An inquiry into the 'science of education' is simultaneously an inquiry into the 'science of ethics' and the 'science of man.' An inquiry into the 'science of man' is simultaneously an inquiry into the 'science of ethics' and the 'science of education.' Each of these three inquiries is directly concerned with the study of human nature which is the logical manifestation of a natural, biologically based human development. The aim of each is to discover principles which are common to the other two. It is proposed that the scientific definition of human nature, aim of the 'science of man,' forms the basis of man's intrinsic value system, aim of the 'science of ethics,' and forms the basis of education, aim of the 'science of education.'
 
 METHOD For holistic approach... Peter Roche de Coppens, University of Pennsylvania


 
 RESULTS
 
 CONCLUSION  In a spontaneous and natural process of self-realization, the individual with a 'productive' character orientation recognizes his powers, identifies with them and puts them to productive use. Unless mentally and emotionally crippled, every human being is capable of the attitude characteristic of the 'productive' character. Every child is born with the biologically inherent potential for the realization of the natural capacities of a 'productive' character. Human nature as manifested in the full maturation of the naturally inherent potential in the 'productive' character, self-realization, is the aim of the natural process of human development ('science of man') of the natural educational process ('science of education') and of  natural humanistic ethics ('science of ethics.') Since each of these three inquiries is directly involved with the study of human development, then the natural laws of human development constitute the guiding principles which are common to the three facets of a naturally wholistic philosophy of man: the 'science of man, the 'science of ethics, and the 'science of education.''
 

I am an Independent educational consultant with a passion for education based on respect for the human right to grow in freedom... freedom with conscience, responsible freedom or 'real freedom'

 

School is a Place Where:...children can express themselves and grow into complete rational human beings through meaningful learning experiences Religious Views:I adhere to independent spirituality of 'non-theism' as humanist faith in the divinity of human spiritualitity as resulting from complete human development. My Political Views:democratic in the large sense of affirmation of human dignity in all human relationships.Recommended Reading:krishnamurti ..."Be the change you want to see in the world." (Mahatama Gan

Method of Study: holistic approach... analysis and specialisation are important but so is the need to find connections and to synthesize . It is important to  combine  empirical data of the senses and reason with non-empirical data of spiritual insight or ‘intuition’. Consequently the study is not concerned with the search for content and does not use the specialist's concentration on detail. It is not based on any kind of experimental research, surveys or questionnaires and so does not require statistical analysis of numerical data. The study is based on analysis of the literature and is concerned with the search for a framework or 'structure' which gives context to the content... The systems method of 'structuralism' involves the analysis of phenomena through the understanding of  their root causes and he search for an underlying 'pattern of deep structures' which give rise to surface phenomena. The method places emphasis on the intuitive understanding of the connections and relationships among the interdependent elements making up the totality of overtly perceived phenomena and then making links between them to put up their interrelatedness. It involves synthesis of superficially diverse phenomena and therefore requires a holistic perspective... the scientist must be of the higher consciousness state. The superficial detail and diversity that appear on the surface prove to be less significant than the coherent pattern of the deep structures which give rise to what is overtly perceived. Emphasis is placed upon the self regulating system of relationships and transformations among the interdependent elements comprising the totality or whole of a phenomenon." (H. Rosen The Development of Sociomoral Knowledge. New York: Columbia University Press, 1980, 2

 

systems approach: "The specialist concentrates on detail and disregards the wider structure which gives it context. The 'new' scientist however, concentrates on structure on all levels of magnitude and complexity, and fits detail into its general framework. He discerns relationships and situations, not atomistic facts and events. By this method he can understand a lot more about a great many more things than the rigorous specialist, although his understanding is somewhat more general and approximate... This is knowledge of 'connected complexity'. We ourselves are a part of the connected complexity with which we are surrounded in nature... To have an adequate grasp of reality, we must look at things in terms of systems, with properties ('emergent properties') and structures ('frameworks resulting from the patterns of interconnections') of their own." (Laszlo, Ervin. The Systems View of the World: The Natural Philosophy of the New Developments in the Sciences. New York: George Brazilier p.10)   

 Consequently we urgently need an education which not only cultivates mechanical intelligence but moral intelligence as well. We need a universal education of much wider scope. We need an education which fosters human creativity and productiveness or 'creative intelligence'. Education for the cultivation of creative intelligence is based on compassion and cooperation and therefore involves motivation based in the dimension of human nature which is beyond the ego level of consciousness… that is in the ‘transpersonal’ dimension. The new meaning of education involves a shift in the learner motivation away from being driven by external rewards or 'extrinsic motivation' and towards being driven by intrinsic rewards or 'intrinsic motivation'.

allows for insight into the interconnectedness between the various aspects of human nature and human endeavor…

Holistic education is democratic education because it is based on the natural human right to learn and grow in freedom in the sense of moral freedom, spiritual freedom or ‘inner freedom’... implies responsibility and thus contrasts with irresponsible freedom or ‘license’. Inner freedom translates to outer freedom which is authentic or 'true freedom' which is foundational to peace and democracy.

 … is based on respect for the person’s interests, their capacities and their psychic needs for the complete development of their potentialities in all aspects - emotional, psychological, intellectual, artistic, moral or 'spiritual' and therefore social. It is meaningful education because it aims for development of the person as a whole and integral being - a person of integrity. Education of integrty is a function of freedom to create meaning or 'learn' and freedom to create or 'work'. Authentic work makes for the construction of a personal sense of responsibility… mature sense of responsibility which is needed for adapting intelligently and effectively to the demands of living and the problems of life.

Holistic education is therefore a necessary prerequisite for the proper stewardship of our planet earth and survival of our human species.

In this new paradigm of education the teacher is a provider of resources, a facilitator of learning and therefore a moral agent. 

www.website-tools.net/google-keyword/site/www.holisticeducator.com

 Keywords cloud for www.holisticeducator.com:  aims of education, synaptic inhibition, synapse learning, electrochemical impulse, liberation pedagogy, liberatory pedagogy, piaget educational theory,  thematic teaching theory, discovery of the unconscious, reductionist method, descartes reductionism, transmission of nerve impulse across a synapse, educational aims, organismic valuing, rote teaching, liberatory education, prefrontal lobes, aims objectives education, decroly, scientific objectivity definition, human needs, adult immaturity, traditional education definition, main commissure connecting the cerebral hemispheres, synaptic cleft function, paul maclean brain, nerve cell impulse transmitter, transmission of a neural impulseelectrical nerve impulses, limbic brain emotions, thematic teaching, physiological and psychological needs, neural impulse transmitter, cerebral hemispheres, inhibiting nerve impulses, intelligence creativity, francis bacon inductive method, carl rogers organismic valuing process, mammalian brain reptilian brain, humanistic conscienceteacher as facilitator, traditional education system, ovide decroly, two cerebral hemispheres, old mammalian brain, electrochemical impulses, self-actualisation, structural components of a neuron, cartesian methodneural pathways and learning, human nature, meaning of the word ethics, self actualisation, examples of human values, function of synapse, humanistic ethics, the aims of education, conditioned learning, overt curriculum, creative intelligenceorganismic valuing process, reductionist science, scientific reductionism, reductionism in science, human nature defined, descartes deductive method, intrinsic needs liberation pedagogy, synapse learning,   descartes reductionism,  aims objectives education, organismic valuing, rote teaching, triune brain, ethics problems, piaget educational theory, humanistic conscience, paradigm evaluation of learning environments, decroly, ovide decroly, good human values, electrochemical impulses, intuitive style of creative intelligence, mammalian brain reptilian brain, reptilian mammalian brain, human value system, old mammalian brain, teacher as facilitator, humanistic conscience,  traditional education system,  examples of human values, structural components of a neurpn, cartesian method, disequilibrium piaget, humanistic ethics, function of synapse, intuitive creative intelligence, conditioned learning, organismic valuing process, creative intelligence, behaviorism john b watson, prefrontal lobe function, synapse function, liberatory education, neural transmitter, two cerebral hemispheres, neural pathways and learning, reductionist science, what is holistic education, descartes deductive method, reptilian complex, meaning of the word ethics, high level wellness, philip jackson life in classrooms, hidden curriculum, human nature defined, john broadus watson behaviorism, behavioral psychologyr, eptilian brain emotions, stanislav grof spiritual emergency,  watson behavioral psychology, propagation of nerve impulse, reductionism in sciencen cartesian view, spiritual emergencies, , intrinsic needs, rote method, the right hemisphere of the brain perception, holistic education, ramon y cajal neuron doctrine, scientific reductionism,  learning theory piaget  ,  philip jackson hidden curriculum, descartes reductionism, transmission of nerve impulse across a synapse, educational aims, organismic valuing, rote teaching, ethics problem, liberatory education, prefrontal lobes, paradigm evaluation of learning environments, aims objectives education, decrolyscientific objectivity definition, human nature human needsadult immaturity, traditional education  reductionist, main commissure connecting the cerebral hemispheres, synaptic cleft function, paul maclean brain, nerve cell impulse transmittertransmission of a neural impulse,  , electrical nerve impulses, limbic brain  physiological and psychological needs, neural transmitters, transmission nerve impulses, john watson and behaviorism, transmission of a nerve impulse, intelligence jean piaget educationcarl rogers organismic valuing process, mammalian brain reptilian brain, humanistic conscience, teacher as facilitator, traditional education ovide decroly, two cerebral hemispheres, , education aims, electrochemical impulses, intuitive creative intelligenceneuron, what are the aims of education, neural pathways and learning descartes human nature, meaning of the word ethics, self actualisation,  human values, function of synapse, humanistic ethics, conditioned learning, overt curriculum traditional education human nature defined, intrinsic needs

 

BIOGRAPHY Born Kampala, Uganda 1940, primary school Kenya, high school New York and Pennsylvania, college Brown University Rhode Island, teacher Biology New York City '61-'64, MA Science Education CCNY, Teacher biology International School Brussels '66-'68, Equivalent MSc molecular biology Brussels University '79, Personal web project on connection human biology/philosophy as rational basis for education practice (praxis) based on principles of natural human development ...includes spiritual development as component of creative intelligence require for species survival.     evolution 

True democracy depends on education for complete human development involving personality integration necessary for harmonious living on all levels - personal, social and global i.e. 'holistic education’ .

  The project www.HolisticEducator.com makes a case for the shift in our culture from the traditional to the holistic paradigm for education… represents an ongoing process of exploration and discovery… the biological basis of the moral or ‘spiritual’ dimension of the human psyche (human nature)  forming a natural educational philosophy as a basis for holistic education.... hence the title A Scientific Rationale for Holistic Education … ‘scientific’ in the sense of the system approach to science or ‘holistic science’

    Holistic education involves fulfillment of the 'higher psychological needs' for 'meta-motivation' - the 'meta-needs' - as well as the so-called 'lower psychological needs' for self-esteem - the 'ego needs'. Ego needs are the driving force behind motivation for education with a view to purely mechanical intelligence and its fear based ego-centric perception of the world in terms of competition and its material rewards. Although education for mechanical intelligence predominates in our culture, educational philosophy must be taken seriously or else we risk failure to adapt to a changing world and a threatened planet. We risk the ultimate extinction of our species. Consequently we urgently need an education which not only cultivates mechanical intelligence but moral intelligence as well. We need a universal education of much wider scope. We need an education which fosters human creativity and productiveness or 'creative intelligence'. Education for the cultivation of creative intelligence is based on compassion and cooperation and therefore involves motivation based in the dimension of human nature which is beyond the ego level of consciousness… that is in the ‘transpersonal’ dimension. The new meaning of education involves a shift in the learner motivation away from being driven by external rewards or 'extrinsic motivation' and towards being driven by intrinsic rewards or 'intrinsic motivation'.

     

 

allows for insight into the interconnectedness between the various aspects of human nature and human endeavor…

 

   Holistic education is democratic education because it is based on the natural human right to learn and grow in freedom in the sense of moral freedom, spiritual freedom or ‘inner freedom’... implies responsibility and thus contrasts with irresponsible freedom or ‘license’. Inner freedom translates to outer freedom which is authentic or 'true freedom' which is foundational to peace and democracy.

 

 

Holistic education is based on respect for the person’s psychic needs, their capacities and their interests and in addition on the complete development of their potentialities in all aspects – psychological, emotional, intellectual, artistic, moral or 'spiritual' and therefore social.

  It is meaningful education because it aims for development of the person as a whole and integral being - a person of integrity. Education of integrty is a function of freedom to create meaning or 'learn' and freedom to create or 'work'. Authentic work makes for the construction of a personal sense of responsibility… mature sense of responsibility which is needed for adapting intelligently and effectively to the demands of living and the problems of life.

Holistic education is therefore a necessary prerequisite for the proper stewardship of our planet earth and survival of our human species.

 

 of all backgrounds and cultures… as well between the various aspects of human nature - a social nature which depends for its development on the proper copnditions for moral or ‘spiritual’ development. Real democracy depends on universal education which is meaningful because it aims for development of the person as a whole as an integral being, a person of integrity. i.e. 'holistic education’.

Meaningful education depends on the freedom to create meaning or 'learn' and the freedom to create or 'work' making it possible to construct a personal sense of responsibility which is needed for adapting intelligently and effectively to the demands and the problems of life. Cultivation of a mature sense of responsibility involves personality integration necessary for harmonious living on all levels - personal, social, global and environmental.

       Holistic education involves fulfillment of the 'higher psychological needs' for 'metamotivation' - the spiritual needs or 'metaneeds' - as well as the so-called 'lower psychological needs' for self-esteem - the 'ego needs'. Ego needs are the driving force behind motivation for education with a view to purely mechanical intelligence and its fear based ego-centric world of competition and its material rewards. Although education for mechanical intelligence predominates in our culture, educational philosophy must be taken seriously or else we risk failure to adapt to a changing world and a threatened planet. We risk the ultimate extinction of our species. We urgently need an education which cultivates not only mechanical intelligence but a universal education of much wider scope. We need an education which cultivates moral intelligence, fosters human creativity and productiveness (creative intelligence) because it is based on compassion and cooperation and therefore involves motivation based in the dimension of human nature which is beyond the ego level of consciousness… that is in the ‘transpersonal’ dimension. In this new paradigm of education it is the meaning of education which shifts from one of external rewards (extrinsic motivation) to one of intrinsic rewards (intrinsic motivation).