An Exploration of Holistic Learning in Different Contexts

2016 ◽  
pp. 37-49
Author(s):  
Tirumala R. Vinnakota
Keyword(s):  
Holistic Learning

scholarly journals Desarrollo del pensamiento y proceso educativo: reflexiones y estrategias de optimización conjunta

10.14201/3059 ◽  
2009 ◽  
Vol 7 ◽  
Author(s):  
Miguel Anxo Santos Rego
Keyword(s):  
Cooperative Learning ◽  
Human Development ◽  
Whole Language ◽  
Educational Process ◽  
Holistic Learning ◽  
Relational Frames ◽  
Way Of Thinking ◽  
Aprendizaje Cooperativo

RESUMEN: La educación es proceso de desarrollo humano. Tal desarrollo tiene su epicentro más claro en la destreza por antonomasia: el pensamiento. Partimos de que el gran desafío al que se enfrenta la educación hoy es la necesidad de descubrir una nueva forma de pensamiento. Por ello sugerimos algunos enfoques y direcciones emergentes, intentando ayudar a pensar otras maneras de disponer el proceso educativo; con el objetivo de mejorar los marcos relaciónales asociados al éxito dentro y fuera del aula. Entre otras estrategias planteamos los beneficios del aprendizaje cooperativo, el lenguaje global y el aprendizaje holístico o basado en el conocimiento sobre el cerebro.SUMMARY: Education it is a process of human development. Such development has its clear epicentre in the skill par excellence: thinking. We start from a main point:today, the grat challenge that education has to confront is the need to discover a new way of thinking. Thus, we suggest some emergent approaches and directions, tiying to help thinking about other ways to arrange the educational process. In this sense, the objective is to improve the relational frames associted to the success within and out of classrooms. Among other strategies, we reflect about the benefits of cooperative learning, whole language, and holistic learning, also named learning based on brain knowledge.

A Collaborative Inquiry

2014 ◽  
pp. 737-757
Author(s):  
Diversity Divas
Keyword(s):  
Transformational Learning ◽  
Collaborative Inquiry ◽  
Doctoral Program ◽  
Ways Of Knowing ◽  
Future Research ◽  
Sufficient Information ◽  
Holistic Learning ◽  
Developmental Capacity ◽  
Learning And Change ◽  
The Relationship

This chapter describes a Collaborative Inquiry (CI) process as experienced by six diverse female participants in a doctoral program. The focus of the inquiry was to deepen individual and group cross-cultural understanding, and to show how holistic learning can be promoted through integrating multiple ways of knowing and spirituality within a multicultural context. The purpose of this chapter is to provide the readers with sufficient information to apply CI in their practice and build on the research presented here. To meet this goal, the authors describe how CI has the potential to foster transformational learning and discuss the relationship between transformational learning, informational learning, global competencies, developmental capacity, and the paradoxical nature of diversity work. Lastly, the chapter ends with recommendations for creating a CI process that supports deep learning and change, and potential topics for future research.

Artful Learning

2014 ◽  
pp. 299-322
Author(s):  
Randee Lipson Lawrence
Keyword(s):  
Learning Environment ◽  
Curriculum Development ◽  
Cultural Context ◽  
Indigenous Communities ◽  
Learning Objectives ◽  
Holistic Learning ◽  
True Nature ◽  
Learning Domains ◽  
Creative Learning ◽  
The Mind

This chapter begins with a critique of traditional models of curriculum development as overly rigid, fragmented, and disconnected from the true nature of the learner. Holistic learning is described as engaging the mind, body, heart, and spirit of the learner in relationship to the learning environment. Holistic learning is earth-centered, participatory, and inclusive of the cultural context of the learners. These various learning domains and their relationship to curriculum are discussed, including the application of learning from indigenous communities. Several examples of arts-based and creative learning activities are offered along with holistic ways of developing learning objectives and assessing learning.

A Collaborative Inquiry

2012 ◽  
pp. 88-108
Author(s):  
Diversity Divas
Keyword(s):  
Transformational Learning ◽  
Collaborative Inquiry ◽  
Doctoral Program ◽  
Ways Of Knowing ◽  
Future Research ◽  
Sufficient Information ◽  
Holistic Learning ◽  
Developmental Capacity ◽  
Learning And Change ◽  
The Relationship

This chapter describes a Collaborative Inquiry (CI) process as experienced by six diverse female participants in a doctoral program. The focus of the inquiry was to deepen individual and group cross-cultural understanding, and to show how holistic learning can be promoted through integrating multiple ways of knowing and spirituality within a multicultural context. The purpose of this chapter is to provide the readers with sufficient information to apply CI in their practice and build on the research presented here. To meet this goal, the authors describe how CI has the potential to foster transformational learning and discuss the relationship between transformational learning, informational learning, global competencies, developmental capacity, and the paradoxical nature of diversity work. Lastly, the chapter ends with recommendations for creating a CI process that supports deep learning and change, and potential topics for future research.

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