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Relevant bibliographies by topics / Holistic education

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Academic literature on the topic 'Holistic education'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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Journal articles on the topic "Holistic education"

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Narvaez, Darcia. "Holistic Moral Education." Korea Association for Public Value 4 (December 31, 2022): 1–6. http://dx.doi.org/10.53581/jopv.2022.4.1.1.

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Ngale, Ilongo Fritz, and Mahlatsi Monaheng. "Holistic Education." Humanities and Social Science Research 2, no. 1 (February 25, 2019): p15. http://dx.doi.org/10.30560/hssr.v2n1p15.

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This paper posits that it is the blend of Botho, or Human Factor ethos of Basotho traditional education with the scientific perspectives of 21st century western education, that can effectively lead to holistic education. The methodology is basic research, while the theoretical framework is critical theoretical analyses articulated around triple axes of the traditional Basotho educational system, the modern western educational system, and a hypothetical third perspective or holistic education. This paper will highlight the Botho tenets of Basotho traditional education, 21st century skills, and resultant holistic education. This paper proposes educational transformation or holistic education through the integration of both the experiential, participative, and social learning orientation of traditional Basotho education, with the scientific, virtual, technological and entrepreneurial perspectives of modern western education. The paper proposes policy recommendations for the development of holistic education in modern Lesotho.

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Heinrich, Kathleen T. "Holistic Doctoral Education for Holistic Nursing." Image: the Journal of Nursing Scholarship 30, no. 4 (December 1998): 308–9. http://dx.doi.org/10.1111/j.1547-5069.1998.tb01319.x.

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Akmençe, Ahmet Egemen, Bürhan Akpunar, and Ezgi Akmençe. "Holistic Language Education." Harran Education Journal 2, no. 1 (June 17, 2017): 41–50. http://dx.doi.org/10.22596/2017.0201.41.50.

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Zandroto, Amel Devina, and Siane Indriani. "AN ANALYSIS ON LEARNING LOSS AND HOLISTIC EDUCATION." Polyglot: Jurnal Ilmiah 1, no. 19 (January 25, 2023): 156. http://dx.doi.org/10.19166/pji.v1i19.6346.

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<p><strong>Abstract</strong></p><p>Christian education views students as an image of God. During the pandemic of COVID-19, students encountered learning loss phenomena which has become a challenge for Christian schools. Thus, this study aims to elaborate the difference between Christian perspective and secular perspective toward the “learning loss’ phenomena; how important a holistic education is to be implemented in the classroom; and to explain the role of the teacher as a facilitator to implement holistic learning in the classroom. The research method used in this study is literature review. The result showed that students as the image of God should be valued as a whole person, not only partially as viewed from secular perspectives. Christian teachers need to be equipped to see and teach their students holistically, such as planning their lessons to be ‘contextual’ and relevant for their students in order to raise awareness for tolerance, empower their talents, and conduct learning processes through loving interaction and applying holistic assessments. A recommendation for further research is to implement holistic education at primary level and elaborate the challenges faced by the teacher.</p><p> </p><p><strong>Bahasa Indonesia Abstrak</strong></p><p>Pendidikan Kristen melihat siswa sebagai <em>Image of God</em>. Selama pandemi covid-19 siswa menghadapi satu fenomena, yaitu <em>Learning Loss</em>, di mana terdapat penurunan dalam proses pembelajaran siswa. Oleh karena itu, tujuan dari paper ini adalah untuk menjelaskan perbedaan antara sudut pandang kekristenan dengan sudut pandang sekuler terkait fenomena “<em>learning loss; </em>pentingnya penerapan pendidikan holistis di dalam kelas, dan menjelaskan peran guru sebagai fasilitator dalam mengimplementasikan pendidikan holistis di dalam kelas. Penelitian ini dilakukan menggunakan metode kajian literatur. Hasil penelitian menunjukkan bahwa murid sebagai <em>Image of God </em>seharusnya dididik sebagai manusia yang utuh, dan tidak hanya sebagian seperti halnya dalam pandangan sekuler. Guru Kristen harus diperlengkapi agar dapat melihat dan mengajar secara holistik. Misalnya, merencanakan pembelajaran yang kontekstual dan relevan untuk siswa agar dapat membangkitkan kesadaran mereka akan toleransi dan mengembangkan talenta mereka. Serta mengimplementasikan pendidikan holistik di dalam kelas melalui interaksi yang didasarkan pada kasih serta penerapan penilaian holistik kepada siswa. Sebagai rekomendasi, peneliti menyarankan agar penelitian selanjutnya berfokus pada penerapan pendidikan holistik kepada murid di Sekolah Dasar serta memaparkan tantangan-tantangan yang dihadapi oleh Guru.</p><p> </p><p><strong><br /></strong></p>

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Sayfullah, Hasan. "Paradigma Holistic Education." Edukais : Jurnal Pemikiran Keislaman 2, no. 2 (December 27, 2018): 79–91. http://dx.doi.org/10.36835/edukais.2018.2.2.79-91.

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The ever-expanding rotation of science, along with the remarkable progress of civilization and human science in this modern age, has arisen multidimensional and multi-complex human life problems and crises, such as: ecological crisis, humanitarian crisis , moral crises (demoralisation), greater social and economic inequality, violence and crime, and other crises. The occurrence of that is because of the enormous inequality between science and technology that developed so rapidly with moral wisdom and humanity that is not developed at all, if not said backwards. Furthermore, if traced the root cause, as a result of the unsuitability between the demands of the times with the world view of the modern world. On the one hand, the flow of globalization has eliminated human relationships in a more open, dialogical, tolerant, and plural climate. The most dominant significance of character change, mindset, attitude, ethics, and morals is endorsed in educational institutions. So when there is a deterioration and anxiety in human life that is definitely blamed is the educational institution. However, on the other hand, the worldview adopted by most modern humans does not allow the dialogical and humanist relations to grow and develop. Based on the concept of holistic education is an offer.

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Hays, Richard B. "Holistic medical education." Medical Journal of Australia 196, no. 2 (February 2012): 143. http://dx.doi.org/10.5694/mja11.11523.

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Kalb, Kathleen A., and Susan O’Conner-Von. "Holistic Nursing Education." Nursing Education Perspectives 40, no. 3 (2019): 162–64. http://dx.doi.org/10.1097/01.nep.0000000000000405.

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Kushvaha, Talha Ali. "EDUCATION AND HOLISTIC DEVELOPMENT." Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, no. 2 (June 26, 2022): 202–7. http://dx.doi.org/10.18372/2786-5487.1.16599.

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This article is about how education could help individuals develop holistically rather than merely acquire money making skills, and education with values should be the goal of all educational frameworks.

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Wasari, Desi, Carolina Etnasari Anjaya, and Yonatan Alex Arifianto. "Misi melalui Pelayanan Holistik dalam Pendidikan Kristiani." DIDAKTIKOS Jurnal Pendidikan Agama Kristen 5, no. 2 (December 30, 2022): 56–67. http://dx.doi.org/10.32490/didaktik.v5i2.143.

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This study describes the importance of missionological learning strategies and holistic ministry in Christian Religious Education. Learning strategies in missionology-based Christian Religious Education to learners are very effective in strengthening the foundation of children's faith from an early age on the importance of carrying out the Great commission to preach the gospel. Coupled with holistic service learning strategies can help students quickly to implement missionology learning in schools and the community. Therefore, through this study, the author conveys that considering the importance of missionology learning strategies and holistic ministry in Christian Religious Education can equip and instill mission values with holistic service in students from an early age. This research uses descriptive qualitative methods with a literature study approach, so it can be concluded that the indicators of missionology learning strategies and holistic ministry in Christian Religious Education stated in this study can help readers understand the importance of missionary learning strategies and holistic ministry in Christian Religious Education. AbstrakPenelitian ini bertujuan untuk memberikan pengetahuan kepada para pendidik Kristen tentang pentingnya pendidikan misi melalui pelayanan holistik kepada peserta didik sejak dini melalui Pendidikan Kristen. Strategi pembelajaran dalam Pendidikan Agama Kristen yang berbasis misi kepada peserta didik sangat efektif untuk memperkuat fondasi iman anak-anak sejak dini tentang pentingnya pelayanan yang holistik tanpa harus dibatasi atau mengesampingkan yang lain. Strategi pembelajaran pelayanan holistik juga dapat membantu peserta didik dengan mudah untuk mengimplementasikan misi di sekolah maupun di lingkungan masyarakat. Oleh karena itu, melalui penelitian ini penulis menyampaikan bahwa misi melalui pelayanan holistik sangat penting dalam Pendidikan Kristen, karena dapat membekali dan menanamkan nilai-nilai misi dengan pelayanan holistik dalam diri peserta didik sejak dini. Penelitian ini menggunakan metode kualitatif deskritif dengan pendekatan studi literatur dan memberikan kesimpulan mengenai indikator-indikator sebagai faktor yang menentukan pentingnya strategi pembelajaran misi melalui pelayanan holistik dalam Pendidikan Agama Kristen.

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Dissertations / Theses on the topic "Holistic education"

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Nakagawa, Yoshiharu. "Eastern philosophy and holistic education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/NQ50065.pdf.

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Kouanchao, Ketmani. "Lao American college students' holistic identity development." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570185.

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<p>Lao American college students' holistic identity development was examined in this study. The research utilized modified grounded theory methods to generate a model of holistic identity development for Lao American students whose families immigrated to the United States after 1978 as a part of the third wave of Laotian immigrants. Chickering and Reisser's (1993) psychosocial identity development theory and Kodama, McEwen, Liang, and Lee's (2002) negotiating identity and development task model for Asian Americans were utilized as an <i> a priori</i> theoretical foundation. Interviews explored participant perceptions and lived experiences as related to the elements of these two theories. Grounded theory development techniques were utilized in the analysis to explore the nature and interactions of various elements of the <i> a priori</i> theories. Data were collected using one exploratory focus group followed by in-depth interviews. Each participant was a child of parents who were refugees; all but one was born in the U.S. Findings center around three themes related to Lao American college students' holistic identity development: (a) the enmeshment of purpose and identity, (b) the influence and integration of family and culture influences, and (c) the fluidity of community influence. The dissertation concludes with a discussion of implications for theory, policy, and practice. </p>

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Tan, Michelle. "Connecting dots : interaction design for holistic learning." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/927.

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Connecting Dots proposes that new media such as interactive websites can be developed using a design framework based on elements of holistic education identified by Miller (1996) as Balance, Inclusion and Connection, so that holistic learning can be achieved. Recognising the negative consequences of the focus on meritocracy, the Singapore government have in recent years advocated for a transformation of the education system to include opportunities for holistic learning. This research contends that holistic learning is a responsibility that has to be shared by both the education system and families. This should be cultivated in a child from an early age so that a strong foundation for life-long learning can be established. As children are increasingly exposed to media technology at an early age, there is a pressing need for online content to provide families with a platform to engage their young holistically. Using t he design framework, an interactive website, also titled Connecting Dots was developed and tested through a qualitative study as part of a practice-based research that uses an iterative and incremental development process. With the appropriate methods used to collect and analyse data, the research endeavors to develop design recommendations that can be transferred to other interactive websites that promote holistic learning, not limited to the Singapore context.

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Oberle, Alicia M. "Instructional Practices in Holistic Education for Patients with Cancer." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10814414.

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<p> During the past few decades, holistic education has increasingly emerged in academia. However, limited research has been conducted on how holistic education impacts instructional practices in real life situations like the well-being of cancer patients. The purpose of this qualitative study was to explore how a holistic education program impacts instructional practices designed to improve the well-being of cancer patients. The conceptual framework was based on transformative learning theory and learner-centered teaching. This single case study was conducted at a non-profit cancer center in the Western United States which emphasizes multiple dimensions of well-being for cancer patients, including holistic education. Participants included four instructors at the center. Data were collected from individual interviews with these instructors, reflective journals that they maintained, and documents and archival records related to the center and its education programs. Data analysis involved line-by-line coding and categorization to identify patterns and themes. Results revealed that holistic education improves the knowledge, comfort, self-efficacy, and empowerment of cancer patients. Results indicated that it would be useful to conduct more studies to explore the impact of holistic instructional practices on patients with cancer. This study contributes to social change by providing instructors and health professionals with a deeper understanding of holistic instruction and how it can be used to improve whole-person healing. </p><p>

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Andersson, Karin. "A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29827.

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The purpose of this study is to explore the idea and method of holistic education and if traces of these can be found in four preschool teachers’ statements about their practices in two private preschools located in the state of Tamil Nadu in India. Working holistically is something which UNESCO (Marope & Kaga, 2015) recommends when it comes to early childhood care and education. In a developing country like India primary education is important to growth and development. It is one of the main sustainable development goals and early childhood education is considered a means to reach this goal. This study aims to provide some insight into what a holistic approach to early childhood education can entail. In this study I have explored literature to gain a theoretical knowledge of the idea and working methods of holistic education through a literature review. I then conducted a qualitative interview study where I traced the ideas and methods found in the literature in four preschool teachers’ statements about their practices to gain an understanding of what ideas and methods found in a preschool setting can be considered to lead to holistic outcomes. The results show that the idea and methods of holistic education, as I understand it through the literature review, were evident in the teachers’ statements to various extent, and that that inclusion, balance and connections lead to holistic education. Even though the teachers do not explicitly work with holistic education as Miller (2007, 2010) describes it, this study found that the practices of the teachers, as described by them, promote similar ideas and the same methods could be found. This study can provide a concrete understanding of what a holistic approach to early childhood education can and should involve.

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Hansen, Ulcca Joshi. "Holistic Education: Its Philosophical Foundations and Practical Application." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486987.

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Rudge, Lucila T. "Holistic Education: An Analysis of its Pedagogical Application." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213289333.

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Bitter, James Robert. "Parent Education as a Part of Holistic Medicine." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5248.

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Oberle, Alicia. "Instructional Practices in Holistic Education for Patients with Cancer." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5238.

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During the past few decades, holistic education has increasingly emerged in academia. However, limited research has been conducted on how holistic education impacts instructional practices in real life situations like the well-being of cancer patients. The purpose of this qualitative study was to explore how a holistic education program impacts instructional practices designed to improve the well-being of cancer patients. The conceptual framework was based on transformative learning theory and learner-centered teaching. This single case study was conducted at a non-profit cancer center in the Western United States which emphasizes multiple dimensions of well-being for cancer patients, including holistic education. Participants included four instructors at the center. Data were collected from individual interviews with these instructors, reflective journals that they maintained, and documents and archival records related to the center and its education programs. Data analysis involved line-by-line coding and categorization to identify patterns and themes. Results revealed that holistic education improves the knowledge, comfort, self-efficacy, and empowerment of cancer patients. Results indicated that it would be useful to conduct more studies to explore the impact of holistic instructional practices on patients with cancer. This study contributes to social change by providing instructors and health professionals with a deeper understanding of holistic instruction and how it can be used to improve whole-person healing.

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Zandman, Herm Jan Gerhard. "Physical education in holistic Christian education : a Christian ethical perspective / Zandman, Herm J.G." Thesis, North-West University, 2005. http://hdl.handle.net/10394/824.

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The historical-literary phenomena and all the facets of research have been carefully tested against Biblical principles and indices. During the journey through historical-literary material and in the quantitative and qualitative research that has been undertaken, the striving has continuously been to test each phenomenon, event and research data against the fundamental, Biblical principles that were enumerated in the second chapter, i.e. . The Bible makes a clear case that the whole person needs to develop and be developed for holy service; . God Himself is interested in the body as part of the entirety of the person He created and demonstrates and teaches through His Word against dualism; . Included in the sixth commandment regarding murder is the principle that one should not harm one's own body in any way, but rather nourish it (Vorster, 2004:123). . Christ and the apostles demonstrate in many ways the necessity to serve God as a whole person; . To be fit for service includes being fit to live before God as a well-balanced spiritual, emotional, cerebral and physical being; . Man's fallen-ness has led to imbalance, causing disfuntionality in stewardship and in training for stewardship; . Physical education, as declared in the central theoretical argument and as reasoned throughout the thesis on the basis of Biblical-ethical principles, should be regarded as essential to development of vicegerents under Christ.<br>Thesis (Ph.D. (Ethics))--North-West University, Potchefstroom Campus, 2005.

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Books on the topic "Holistic education"

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Grasso, Domenico, and Melody Brown Burkins, eds. Holistic Engineering Education. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1393-7.

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Singh, Sampooran. The holistic education. New Delhi, India: Siddharth Publications, 1987.

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Miller, John P., Kelli Nigh, Marni J. Binder, Bruce Novak, and Sam Crowell, eds. International Handbook of Holistic Education. New York : Routledge, 2019: Routledge, 2018. http://dx.doi.org/10.4324/9781315112398.

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C, Stilson David, Glance Joan K, and Eddy John 1932-, eds. Holistic education: A wellness manual. Salem, Wis: Sheffield Pub. Co., 1985.

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P, Miller John. The holistic curriculum. 2nd ed. Toronto, Ont: OISE Press, 2007.

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Renewal, Foundation for Educational, ed. Holistic education: Pedagogy of universal love. Brandon, VT: Foundation for Educational Renewal, 2001.

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L, Sonnier Isadore, ed. Methods and techniques of holistic education. Springfield, Ill., U.S.A: C.C. Thomas, 1985.

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L, Flake Carol, ed. Holistic education: Principles, perspectives and practices. Brandon, Vt: Holistic Education Press, 1993.

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Thomson, John. A holistic approach: Steiner / Waldorf education. Scotland: Scottish CCC, 1996.

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Ron, Miller, ed. New directions in education: Selections from Holistic education review. Brandon, VT: Holistic Education Press, 1991.

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Book chapters on the topic "Holistic education"

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Beauchamp, Gary, Dylan Adams, and Kevin Smith. "Holistic Education." In Pedagogies for the Future, 46–59. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003183938-4.

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Miller, John P. "Holistic Education." In International Handbook of Holistic Education, 5–16. New York : Routledge, 2019: Routledge, 2018. http://dx.doi.org/10.4324/9781315112398-2.

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Tucker, Neil. "Holistic Education." In Educating for Humanity, 182–204. London: Routledge, 2025. https://doi.org/10.4324/9781003588931-11.

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Olsen, Dain. "Holistic Learning." In Media Arts Education, 79–92. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003430834-8.

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Grasso, Domenico, and David Martinelli. "Holistic Engineering." In Holistic Engineering Education, 11–15. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1393-7_2.

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Cameron, Mary M. "Transformative Holistic Education." In Narrating Transformative Learning in Education, 185–96. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230610576_12.

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Blair, Jean R. S., Andrew O. Hall, and Edward Sobiesk. "Holistic cyber education." In Cyber Security Education, 160–72. Names: Austin, Greg, 1951- editor. Title: Cyber-security education : principles and policies / edited by Greg Austin. Description: London ; New York : Routledge/Taylor & Francis Group, 2021. | Series: Routledge studies in conflict, security and technology: Routledge, 2020. http://dx.doi.org/10.4324/9780367822576-10.

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Fournier, Kimberly, Aeron Haynie, Stephanie M. Sanchez, and Stephanie Spong. "Holistic Support." In Higher Education Beyond COVID, 162–75. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446200-14.

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Grasso, Alfred, Louis S. Metzger, Richard J. Byrne, Stephen D. Huffman, John M. Kreger, and Marie A. Francesca. "Holistic Systems Integration." In Holistic Engineering Education, 197–225. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1393-7_16.

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Stern, Julian. "Holistic Assessment." In International Handbook of Holistic Education, 129–38. New York : Routledge, 2019: Routledge, 2018. http://dx.doi.org/10.4324/9781315112398-16.

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Conference papers on the topic "Holistic education"

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Chernenko, Oleksandr, Oksana Filonenko, Tetiana Babenko, Viktoriia Chetaikina, Anton Butkevych, and Vlada Bilohur. "ENVIRONMENTAL EDUCATION AS A HOLISTIC CULTURAL PHENOMENON IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024, 477–84. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/4.2/s19.36.

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This article is dedicated to the topical issue of environmental education as a holistic cultural phenomenon in the context of the professional training of future teachers. Environmental education is considered as a multifaceted process that integrates ecological knowledge with cultural, social, and ethical aspects of the interaction between man and nature. The methodological basis of the study was based on the integration of three scientific approaches to the consideration of environmental education as a holistic cultural phenomenon in the professional training of future teachers, namely: cultural approach, which allowed to consider environmental education as a holistic cultural phenomenon and its impact on the formation of the general pedagogical culture of the future teacher; systemic approach, which provided a comprehensive study of environmental education, taking into account the interrelationships between the various components of the educational process; competency-based approach, which focuses on the formation of professional competencies of future teachers, guaranteeing a practical orientation in training specialists capable of solving environmental problems in their professional activities. The article presents the author's definitions of the concepts of " environmental education as a holistic cultural phenomenon", " environmental culture of the future teacher" and " environmental educational project". Descriptions are provided for the concepts of innovative projects for the development of environmental education and culture, implemented in pedagogical educational institutions of the Kirovograd region: "Green Campus," "Virtual Ecological Laboratory," "Eco-locations of the City of Kropyvnytskyi," "EcoArt," "Mini-farm." Recommendations are formulated for improving environmental education within the framework of the professional training of future teachers, including: compiling an "ecological portfolio of a young teacher", creating a virtual information space of ecological didactics, introducing ecological mentoring and introducing a special course "Ecological Culture". Conclusions have been drawn that hold theoretical and practical significance for the development of environmental education and culture of future teachers in the context of European integration processes in Ukraine.

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Rincon-Flores, Elvira G., Adán Moisés García-Medina, and Lizette Martínez-Cardiel. "EMPOWERING YOUTH: ASSESSING WELL-BEING FOR HOLISTIC DEVELOPMENT." In 17th annual International Conference of Education, Research and Innovation, 5320–24. IATED, 2024. https://doi.org/10.21125/iceri.2024.1300.

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López, Marta. "A HOLISTIC APPROACH TO RURAL EDUCATION: PEDAGOGY, DIGITALIZATION, AND ENVIRONMENT IN CATALONIA." In 19th International Technology, Education and Development Conference, 7530. IATED, 2025. https://doi.org/10.21125/inted.2025.1979.

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Hussein, Khaled Abdel Naby. "Holistic Framework for StudentAthletes' Education." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2018. http://dx.doi.org/10.5339/qfarc.2018.ssahpd490.

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Berbic Kolar, Emina. "Glocal, Holistic and Performative Education." In 2nd International Conference on New Approaches in Education. GLOBALKS, 2020. http://dx.doi.org/10.33422/2nd.icnaeducation.2020.03.142.

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London, Robert. "Holistic Education: 10 Key Principles." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2001753.

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Angel-Alvarado, Rolando, Miguel R. Wilhelmi, and Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.

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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.

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London, Robert. "Spirituality and Education: A Holistic Framework." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444822.

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El-Sayed, Mohamed. "HOLISTIC LEARNER DEVELOPMENT IN ENGINEERING EDUCATION." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0653.

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Talgar, Cigdem P., Laura A. Wankel, Jennifer Lehmann, Mary English, Kaleena Seeley, Jillian Scheer, Brooke Hoger, Kimberly Irmiter, Susan A. Ambrose, and Yevgeniya V. Zastavker. "Student assessed integrated learning: SAILing to a holistic design of holistic engineering education." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190601.

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Reports on the topic "Holistic education"

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Wright, Lynda. A Holistic Approach to Social Work Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1866.

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Nidup, Tshering, Penjor Ghaley, and Madhu Maya. Spotlight: Holistic Education in South & South-East Asia. HundrED, October 2021. http://dx.doi.org/10.58261/gmfv4149.

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Education is a lifelong process where a learner is constantly raising their bar. Life itself is a journey of personal growth and development and therefore the classroom curriculum should reflect the world around us. It should help the learner understand what’s going on around her. Education should be about studying to learn and not learning to study. The role of a teacher is to help a learner understand the process of learning to learn. This takes more precedence now than ever before as we move into a decade that does not resemble anything that we have witnessed in the past. Education, just like us, needs to be Wholistic – one that is dynamic, responsive, and open to new ideas and change. HundrED and Druk Gyalpo’s Institute, Bhutan collaborated to identify and showcase innovations in the South and South East Asia region that focus on holistic education.

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Quimba, Francis Mark, Abigail Andrada, and Mark Anthony Barral. HEIGHTS-IE: Higher Education Institutions Generating Holistic and Transferable Solutions—Innovation Ecosystems, Philippines. Philippine Institute for Development Studies, December 2024. https://doi.org/10.62986/dp2024.25.

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The paper examines the role of higher education institutions (HEIs) in the agribusiness innovation ecosystem in Central Visayas, Philippines, underlining their contributions, the challenges they face, and the opportunities available. Using a mixed-methods approach, the research reveals that HEIs serve as knowledge sharers and collaborators within the ecosystem. Their impact, however, is limited by inadequate funding and a lack of entrepreneurial engagement, among other factors. The agribusiness innovation ecosystem is perceived by stakeholders as a nascent yet growing industry, with potential for significant economic contributions. The study further identifies areas for improvement, such as policy enhancement, deeper collaboration and engagement, and supportive intellectual property frameworks. The paper recommends strengthening HEI involvement in agribusiness innovation to boost their role in driving regional economic growth and in addressing emerging issues like climate change and food security.

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Näslund-Hadley, Emma. Acceleration of Education and Learning. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005072.

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In Latin America and the Caribbean (LAC), significant proportions of students struggle to attain basic competencies in reading and mathematics. To address this issue, traditional practices like grade repetition are prevalent, leading to delayed access to grade-level education and overcrowded classrooms. However, emerging research challenges the effectiveness of this approach. Instead, an innovative solution gaining traction is Accelerated Learning, rooted in neuroscience and psychology. It emphasizes learner-centered pedagogy, socioemotional development, and collaboration with families. EdTech platforms also present promising opportunities for learning acceleration. These approaches mark a paradigm shift towards holistic, student-centered learning solutions that aim to enhance educational outcomes and bridge learning gaps.

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Anbuselvam, Anuviya. Developing a Model of Holistic Environmental Education including Teacher Training for Eco-Schools in Tamil Nadu. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1407.2023.

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A holistic and place-based environmental education program that can be scaled across the state is the need of the hour (Batra et al., 2022) in the state of Tamil Nadu, India as stakeholders devise various responses to climate change (Sundararaju, 2022). Pitchandikulam Forest is a 70-acre restored indigenous forest. Attached to this is an eponymous environmental organisation that works on research and development of the forest.

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Green, Crystal, Fares Georges Khalil, Laren Ziegler, and Ariunkhishig Gonchigdorj. The Resource Portfolio: Maximising Investments in Education Innovation. HundrED, September 2024. http://dx.doi.org/10.58261/omys3131.

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In this report, we propose resourcing the implementation of innovations at scale through a more holistic approach to how people share and regenerate the energy to enact innovation and sustain quality education. This approach has significant implications for how public and private funders of education might rethink their strategies for resourcing change, particularly by recognizing the diverse types of resources required to support meaningful transformation. We propose five types of resources that, when employed in combination, can sustain the implementation of education innovations at scale: financial, material, social, values, and time resources. Next, we examine ten cases to develop a deeper understanding of how implementation is being resourced when innovations are reaching scale. We specifically look at what drove the innovators to develop their innovation, or their ‘call to action’; who and what resources helped them on their scaling journey; and where they are headed next to secure resources for a sustainable future. We also highlight how the resource categories outlined above (financial, material, social, values, time) show up in the experiences of the innovators. Expanding the notion of resources beyond tangible assets, such as capital, is essential for fostering creativity and innovation. Elements like play, empathy, and the joy of nature are often undervalued, but they contribute significantly to the generative process. Moving forward, further research is needed to explore innovative financing mechanisms for smaller organisations, enhance teacher professional development, and better utilise evidence in decision-making. To sustain education innovations at scale, we must recognise and integrate diverse resources, both tangible and intangible, while fostering flexible funding mechanisms. A holistic approach, combining financial support with investments in people, values, and time, is essential for creating meaningful and lasting education transformation.

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Carr, Jane. Re-engaging Individual Capacities in Service of Civic Capacity: A Model of Holistic Civic Engagement Education for the University. Portland State University Library, April 2020. http://dx.doi.org/10.15760/etd.7326.

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Willis, Larkin, and Monica R. Martinez. Authentic Student Work in College Admissions: Lessons From the Ross School of Business. Learning Policy Institute, January 2023. http://dx.doi.org/10.54300/756.774.

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To develop holistic review processes, admission professionals are changing the ways they structure applications for undergraduate admissions. This study examines how the Stephen M. Ross School of Business (Ross School) at the University of Michigan requests, collects, and reviews portfolios of student work along with traditional application materials. The first section presents the rationale for the new holistic review process, the second shares insights it provides the Ross School, and the third details how admission professionals at the Ross School built it. The case illuminates the use of student-generated portfolios as one possible model for other higher education systems seeking to evolve their holistic admission processes.

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Warren, Frederika, M. Mariah Voutilainen, and Crystal Green. Spotlight: Wellbeing in Schools. HundrED, December 2024. https://doi.org/10.58261/hdzc1151.

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HundrED’s Spotlight: Wellbeing in Schools report is informed by a body of global research about student wellbeing, but focuses on a comprehensive study International Baccalaureate commissioned from The Wellbeing Research Centre at Oxford University. That report, Wellbeing in Education in Childhood and Adolescence, served as the basis for HundrED’s investigation and call for education innovations that addressed the subjective wellbeing of students via holistic and evidence-based approaches. HundrED’s main partner in this project, International Baccalaureate (IB), is committed to putting into practice evidence-based education programmes that support the healthy holistic development of students. As such, the Spotlight on Wellbeing in Schools was conducted with the goal of identifying education innovations that address challenges to and foster the wellbeing of young people while they are at school. Equally important was the objective of drawing attention to the existing challenges to student wellbeing and barriers to implementing wellbeing practices in schools, as well as giving education innovators, experts, and young people the opportunity to share their insights about effective solutions.

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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.129.

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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.

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