The Holistic Learning Approach

The Holistic Learning Approach

Lisa Barfield-McCarty

ENG 122 / English Composition 2

01-19-09

                                                         The Holistic Learning Approach

The educational concept of holistic learning is one that has been successfully implemented in numerous forms and earned substantial popularity in its overall growth during the past several decades. Holistic education, in its rawest form, is about creatively honing in on the learning process of a person with a focus on “authentic learning” and allowing individual expression through various modes of instruction. (Dent, Where is the soul in education?, 2005) Whole person learning or instructing involves educational methods that consider multiple aspects of a person’s competence in development. These methodologies, by taking all aspects of an individual’s learning processes into account, help them learn and retain information better while bringing them more joy in their educational experiences. This, in effect, makes learning interactive and synergistic as well as progressive for the student. By making the process more exciting or interesting to the individual and appealing to them on multiple levels (i.e. mentally, physically, spiritually, etc.), the process becomes more focused and brings forth better, more lasting results. 

There are many valid reasons why an educational system would benefit from taking a more holistic approach in its everyday practice, and many private institutions as well as many individual teachers have taken it upon themselves to incorporate such methodologies for the benefit of their students. (Miller, 2000) These teachers and administrators that boldly break away from the mainstream of American education methodologies do so because they understand the social and cultural need for changes in how American children are brought up. The current public educational system serves only to groom future wage earners and does very little to nurture one’s self-esteem or moral conduct. The consequences of such a system are obvious when we notice the overall rates of high school drop outs, crimes committed by youth, underage pregnancies, and an overall sense of cultural and emotional numbness or lack of compassion. (Aron, 2003)

 

In the current American education paradigm all children are expected to adhere to the same rules of behavior, the same learning principles, and the same social patterns. There is no room for freedom of expression, all children must retain and regurgitate the same information in the same manner, and much of what children learn about their societal connections is in the form of extreme competition and cultural or class cliques. Due to these and other disadvantages, many children, who do not have the benefit of learning about their natural as well as social connections and proper methods of perceiving and developing healthy relationships through guidance from mentors and family,  may grow to be unhappy and unproductive citizens whose talents and dreams go unrecognized. (Dent, How to Nurture Kids’ Hearts and Souls, 2005) Because of the freedom denying atmosphere of traditional public school environments, educators who recognize the value of holistic learning are quick to point out the true democratic foundation of such learning and its absence in traditional learning methodologies. (Forbes, 1996)

In a survey conducted by Time Magazine in association with the Oprah Winfrey show in March of 2006, it was shown that 61% of Americans polled believed the public education system to be in a state of “crises.” (Regan, 2006) Though more than half of those surveyed agreed that the public school system was worse off that it had been in twenty years, they mostly attributed the cause to funding while some pointed to adult influences in children’s lives. The survey, however, did not include any polling options that pertained to specific changes needing to be made. Interestingly, in 1989 The Education Commission of the States funded a survey in Iowa that specifically asked dropouts between the ages of 16 and 21 what their main reasons for dropping out of school were.   More than 64% of the dropouts polled chose the ill-support of teachers and counselors to be their biggest contributing factor for leaving school before graduating. They did not feel that they belonged. Other top reasons reported by these dropouts included specialized treatment of star students and too many individual classes. (Iowa Poll Spurs Guide To Pare Dropout Rate, 1989)

 

Teachers may contribute to a poor learning environment when their attitudes or actions benefit administration or policy over the higher good for the student or when their time is spread too thinly amongst too many students.  (Global Alliance for Transforming Education, 1990) Other important contributing factors to the unsuccessful nature of most traditional learning environments are the focus on competitiveness, the fragmentation of curriculum, and the division of students through academic labeling. (Global Alliance for Transforming Education, 1990) Also, interest tends to wane for many learners in an environment where study is primarily conducted through textbook memorization and inside classrooms that lack meaningfulness to the student. (Nowell, 1992)

 

In the past, alternative education has been something viewed as a disciplinary step or necessity for some who are experiencing hardships attending school in its traditional setting. More recently, however, it has become another option for parents and students who are seeking a way out of the traditional and into something more enriching. In an educational environment that incorporates the principles that holism provides, students are able to learn necessary academic materials in such ways that also nurture their understanding of themselves as a whole and their relationship to larger wholes (i.e. nature, friendships, community, world, etc.). (Forbes, 1996) The Holistic Learning approach therefore involves teaching respect for other parts of the whole and fostering a desire to help support those other parts through mutually accepting and honest interaction. Instead of singling out differences as aspects of a person to be squelched or ridiculed, students would learn to express differences openly and explore their individuality as a necessary and unique contribution to the larger whole. They would therefore be developing self-awareness, self-assuredness, confidence in themselves as well as others, and a sense of belonging as well as purpose. In such a setting competition may still exist but only to the extent to which it benefits the whole and values each participant. (Forbes, 1996)

The methods of teaching used in a holistic approach are many and varied. Most activities of such an approach are interactive and changeable. The structure is not forced or stern. Rather, there is flexibility in rules and the learning environment is adaptable to the students needs within any given circumstance. Students are engaged by and participate in whole group, small group, and individual activities that help build confidence, strengthen awareness, and improve academic and social skills. Holistic lesson plans are developed and organized as a way to provide the learner with experiences that allow for natural exploration and active involvement. (Hubbard, 2008)

Many schools today may incorporate only some holistic methods and only in certain situations, classes or environments. Other schools, however, are found to fully embrace holism as the backbone of their system and it is thus incorporated into every aspect of their learning environment. It is well that options are presenting because parents and students will no doubt understand and accept the benefits of a holistic learning environment at varying degrees, depending on their personal or cultural views. Public awareness of these varied options has increased exponentially through the utilization of the internet and the World Wide Web. Since some areas may not be privy to certain types of information or offer varied types of specialized programs, this is a favorable method for obtaining information regarding alternative education methods. 

Most often, when searching for schools or education options that offer an emphasis in holistic modalities, we find that elementary education facilities and homeschooling or “unschooling” programs embrace holistic approaches more readily than high schools or colleges. And, finding the right school or program for a particular child or student can be difficult if those options remain available only in specific areas around the country or in particular states. Many states have differing requirements for the startup and ongoing management of school facilities and education programs. Academic requirements may vary as well. Therefore, some options may be just out of reach for many parents and students seeking a holistic style education.

However, there are organizations that exist in order to help provide such learning environments to other areas, whether it is in the form of a new school or in the reconditioning of an old one. For instance, the Small Schools Project (a part of the Coalition of Essential Schools Northwest, which is a not for profit organization based in Washington and Oregon but is nationally supported and recognized) is a program which provides school districts with the support and tools needed to refashion their large schools into smaller and better functioning schools that allow for personal attention to individual students and improving the quality of their classroom experiences. (Juliet Crosby, 2009) Of course, this type of option is not readily acquired by parents or students as it would take time to pursue and develop further.

                For some parents and students seeking a more holistic learning atmosphere, the search may prove to be exhausting but the options do exist in various forms. Some may need to appeal to educators and administrators in their respective areas or even begin grassroots campaigning for a more holistic based education for their children. Many, however, will have options available in their areas that already embrace the holistic approach. In 1996 it was estimated that there were more than 7,500 holistic schools already in place and active. (Forbes, 1996) It is reasonable to assume that there are even more in existence today. This means they can be found in many areas across the country and have seemingly gained in popularity as more people have become aware of the holistic learning approach. As a society we seem to be reaching out for more fulfilling experiences in learning that facilitate our understanding and mutual support of our interconnected relationships and the responsibilities we take on for the larger whole. Holistic learning methodologies offer us a way by which to do this that also provides an atmosphere in education that people can look forward to as fun, interesting, and inspiring, as well as personally meaningful and creatively purposeful.

  

References

Aron, L. Y. ( 2003). TOWARDS A TYPOLOGY OF ALTERNATIVE EDUCATION PROGRAMS:A COMPILATION OF ELEMENTS FROM THE LITERATURE. Washington D.C.: The Urban Institute.

Crosby, J. (2009). Retrieved January 18, 2009, from Small Schools Project: http://www.smallschoolsproject.org/index.asp?siteloc=home

Dent, M. (2005). How to Nurture Kids’ Hearts and Souls. Retrieved January 17, 2009, from Esteem Plus: http://www.esteemplus.com/Nurture_Article.pdf

Dent, M. (2005). Where is the soul in education? Retrieved January 17, 2009, from Esteem Plus: http://www.esteemplus.com/

Forbes, S. H. (1996). Values in Holistic Education . Third Annual Conference on Education, Spirituality and the Whole Child. Retrieved January 11, 2009, from The Putnam Pit: http://www.putnampit.com/holistic.html

Global Alliance for Transforming Education. (1990). Education 2000: A Holistic Perspective. Retrieved January 18, 2009, from Four Winds - Renewing Education and Community: http://www.fourwindsgreatbarrington.org/gate.htm

Hubbard, M. (2008). Map Learning: The Holistic Approach to Lesson Plans. Retrieved January 18, 2009, from Holistic Educator Website: http://www.holisticeducator.com/lessonplan.htm

Iowa Poll Spurs Guide To Pare Dropout Rate. (1989, November 8). Iowa Poll Spurs Guide To Pare Dropout Rate. Retrieved January 11, 2009, from Education Week: http://www.edweek.org/ew/articles/1989/11/08/09140028.h09.html

Miller, R. (2000). What is Holistic Education? Retrieved 1 11, 2009, from A Coalition for Self-Learning: http://www.creatinglearningcommunities.org/book/roots/miller5.htm

Nowell, L. (1992, April). Rethinking the Classroom: A Community of Inquiry. Retrieved January 17, 2009, from Education Resources Information Center: http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/2a/75.pdf

Regan, T. (2006, March 31). Public Schools Get Middling Grades. Time Magazine. Retrieved January 11, 2009, from  Schulman, Ronca, & Bucuvalas (SRBI) Public Affairs: http://www.srbi.com/time_poll_arc25.html