Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book boldly re-frames the basis of our collective approach to education. It presents a compelling argument for an educational world-view that perceives self, society and the universe as an undivided whole—a holarchy of wholes within wholes, wheels within wheels. Soul in education is an international movement rooted in the holistic education paradigm. It challenges us, individually and collectively, to re-ensoul our educational thinking and practice from the inside out. At the heart of this educational world-view is an appreciation of the spiritual presence of the soul as the source self that exists beyond the surface appearance of personality and infuses an individual with positive, transformative qualities that energise lifelong learning and creative living. The essays in this book describe practices that attend to the cultivation of the soul in a range of educational contexts. Written by holistic educators from around the globe, they build a picture of education that develops a multidimensional understanding of self and other. Through creativity, paradox and mystery teachers invite the emergence of soul qualities in themselves and learners: qualities such as joy, justice, caring, ethics, compassion and tolerance—providing the vital basis for the creation of a more equitable social reality in the 21st century and beyond.

Moral education. --- Holistic education.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

In Understanding the Whole Student, the authors contend that good education is, and must be, multicultural in order to gain a deeper perspective on issues under analysis in the classroom through the sharing and negotiating of many different cultural perspectives.

Holistic education. --- Multicultural education.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Holistic education. --- Jung, C. G.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"The purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. This work builds on that of Edward Brantmeier in Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Transformation (Lin, Oxford, & Brantmeier, 2013). In his chapter, "Pedagogy of vulnerability: Definitions, assumptions, and application," he outlines a set of assumptions about the term, clarifying for his readers the complicated, risky, reciprocal, and purposeful nature of vulnerability, particularly within educational settings. Creating spaces of risk taking, and consistent mutual, critical engagement are challenging at a moment in history where neoliberal forces impact so many realms of formal teaching and learning. Within this context, the divide between what educators, be they in a classroom or a community, imagine as possible and their ability to implement these kinds of pedagogical possibilities is an urgent conundrum worth exploring. We must consider how to address these disconnects; advocating and envisioning a more holistic, healthy, forward thinking model of teaching and learning. How do we create cultures of engaged inquiry, framed in vulnerability, where educators and students are compelled to ask questions just beyond their grasp? How can we all be better equipped to ask and answer big, beautiful, bold, even uncomfortable questions that fuel the heart of inquiry and perhaps, just maybe, lead to a more peaceful and just world? Our work sits within the traditions of of critical pedagogy, experiential and community based learning, youth empowerment, and peace studies. Pedagogy of vulnerability is central to deepening our collective understanding of the constituted boundaries of the reciprocal relationships of teacher-student, leader-follower, and giver-receiver in a variety of contexts. By leveling power dynamics and knowing in learning endeavors, we provide alternative views of democratic spaces where voice and empowerment emerge; we ameliorate the silencing and marginalizing effects of larger processes of cultural and structural violence that dominate, subjugate, and attempt to conform to difference. Vulnerability invites courage in learning. A collection of reflections, case studies, and research focused on the pedagogy of vulnerability is a starting point for this work, wherein authors explicate the most intimate and delicate aspects of the varied pedagogical journeys. As such, the book itself is meant to be an example of pedagogical vulnerability, wherein the authors work to explicate the most intimate and delicate aspects of the varied pedagogical journeys, understandings rooted in vulnerability, and those of their students, colleagues, clients, even adversaries. It is a work that "holds space""--

Critical pedagogy. --- Holistic education. --- Experiential learning.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"This memoir describes the journey of John (Jack) Miller. The book explores how his personal journey is related to the work he has done in holistic education, contemplative education, and spirituality in education. In holistic education the personal and professional are connected. Professor Miller's journey includes events, books, teachers, and the many factors in his life that have contributed to his work, which includes more than 20 books and extensive travel around the world. An example of the relationship between the personal and the professional is that Jack began meditating in 1974 and this practice has provided the foundation for much of his teaching and writing. Professor Miller's book, The Holistic Curriculum, first published in 1988 along with the publication of the Holistic Education Review have been seen as the beginning of holistic education as a field of study. Since his journey has been connected with so many other holistic educators, this book can serve as one perspective on how the field has unfolded over the past 35 years. Besides this historical perspective the book includes a chapter on his meditation practice as well his beliefs. There is also a chapter on his teaching and how he attempts to embody holistic education in his classroom"--

Educators --- Holistic education --- Miller, John P.,