Key Instances of Holistic Curriculum as an Alternative to National Curriculum

2020 ◽  
Author(s):  
John P. Miller
Keyword(s):  
Indigenous Education ◽  
National Curriculum ◽  
Holistic Education ◽  
The Body ◽  
Waldorf Education ◽  
Carl Rogers ◽  
Narrow View ◽  
Whole Person ◽  
Holistic Curriculum ◽  
Bronson Alcott

Holistic education as a field of inquiry began in the 1980s. Previously this field was referred to as humanistic education, confluent education, affective education, or transpersonal education. The work of Carl Rogers and Abraham Maslow inspired many educators working in these areas. In 1988 The Holistic Education Review under the editorship of Ron Miller was first published along with The Holistic Curriculum by John Miller. However, as a field of practice holistic education can first be found in Indigenous education. Historically, Socrates, Rousseau, Pestalozzi, Froebel, Bronson Alcott, and Tolstoy can be viewed as working from a holistic frame. What is that frame? It is educating the whole person: body, mind, and spirit. At every level, education tends to focus on skills and a narrow view of the intellect. The body receives little attention while the spiritual life of the student is ignored. One image of the student from this approach is as a brain on a stick. In contrast, the holistic curriculum attempts to reach the head, hands, and heart of the student. The other main principle of holistic education is connectedness. Connectedness is one of the fundamental realities of nature. In contrast, the curriculum at every level, except perhaps for kindergarten, is fragmented as knowledge is broken down into courses, units, lessons, and bits of information. Rarely are there attempts to show how knowledge is interconnected. Holistic education seeks to be in harmony with how things actually are by focusing on connections. Six connections are at the core of the holistic curriculum: connections to the earth, community, subject integration, intuition/logic, body/mind, and soul. There are many models of holistic education in practice. They range from more structured approaches, such as Waldorf education, to schools such as the Sudbury Valley School that give students a great deal of choice. Despite these differences these schools view the child as a whole human being.

scholarly journals Knowledge and attitudes of adolescents towards the human microbiome and antibiotic resistance: a qualitative study

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Catherine V Hayes ◽  
Charlotte V Eley ◽  
Fiona Wood ◽  
Alicia Demirjian ◽  
Cliodna A M McNulty
Keyword(s):  
Antibiotic Resistance ◽  
Qualitative Study ◽  
Action Plan ◽  
National Curriculum ◽  
Human Microbiome ◽  
Theoretical Domains Framework ◽  
The Body ◽  
Dietary Behaviour ◽  
Motivation To Change ◽  
Knowledge And Attitudes

Abstract Background Antibiotic and dietary behaviour affect the human microbiome and influence antibiotic resistance development. Adolescents are a key demographic for influencing knowledge and behaviour change. Objectives To explore adolescents’ knowledge and attitudes towards the microbiome and antibiotic resistance, and the capability, motivation and opportunity for educators to integrate microbiome teaching in schools. Methods Qualitative study informed by the Theoretical Domains Framework (TDF) and COM-B model. Six educational establishments were purposively selected by rural/city and socioeconomic status, within Gloucestershire, South West England in 2019. Forty 14–18-year olds participated in focus groups, and eight science or health educators participated in interviews. Data were analysed thematically, double-coded and mapped to the TDF/COM-B. Results Adolescents were aware of ‘good microbes’ in the body but lacked deeper knowledge. Adolescents’ knowledge of, and intentions to use, antibiotics appropriately differed by their levels of scientific study. Adolescents lacked knowledge on the consequences of diet on the microbiome, and therefore lacked capability and motivation to change behaviour. Educators felt capable and motivated to teach microbiome topics but lacked opportunity though absence of topics in the national curriculum and lack of time to teach additional topics. Conclusions A disparity in knowledge of adolescents needs to be addressed through increasing antibiotic and microbiome topics in the national curriculum. Public antibiotic campaigns could include communication about the microbiome to increase awareness. Educational resources could motivate adolescents and improve their knowledge, skills and opportunity to improve diet and antibiotic use; so, supporting the UK antimicrobial resistance (AMR) national action plan.

scholarly journals IMPLEMENTASI PENDIDIKAN HOLISTIK DI PONDOK PESANTREN AMANATUL UMMAH MOJOKERTO

2020 ◽  
Vol 18 (1) ◽  
Author(s):  
Muhammad Anas Ma`arif ◽  
Ibnu Rusydi
Keyword(s):  
National Curriculum ◽  
Boarding School ◽  
Holistic Education ◽  
Qualitative Approach ◽  
Educational Process ◽  
Educational Objectives ◽  
Purpose Of Education ◽  
Integrative Curriculum

AbstractThe purpose of this study was to describe and analize the implementation of holistic education in Amanatul Ummah Islamic Boarding School which is exploring in the terms of educational objectives, curriculum, learning methods, educators and evaluation. This study was uses qualitative approach research with the type of case study. That was describing and analyzing the implementation of holistic education in the Amanatul Islamic Boarding School. Implementation of holistic education in the Amanatul Ummah boarding school were carried out in a strict, responsible and disciplined manner while carrying out all things. The whole educational process from several elements includes: 1) Educational Objectives: the purpose of education in general is to form a whole human being with moral character while specifically covering. Becoming a cleric, a conglomerate, the nation's leader, and be a professional in every fields. 2) curriculum that implemented by using an integrative curriculum between the national curriculum and the standard of Al-Azhar Egypt’s curriculum. 3) Educators are demanded to be professional and has excellent personalities for being a role of models for santri. 4), the methods that applied was various, including traditional methods and contemporary methods. 5). Evaluation: the evaluation was carried out every week, monthly, semester, and yearly. All educational elements are evaluated to realize the Islamic Boarding School's vision and mission. AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan menganalisis implementasi pendidikan holistik pesantren Amanatul Ummah yang dieksplorasi dari segi tujuan pendidikan, kurikulum, metode pembelajaran, pendidik dan evaluasi. Penelitian ini menggunakan penelitian pendekatan kualitatif dengan jenis studi kasus, yaitu mendeskripsikan dan menganalisis implementasi pendidikan holistik di Pesantren Amanatul Ummah Mojokerto. Hasil penelitian Implementasi pendidikan holistik di pesantren Amanatul Ummah Mojokerto dilaksanakan dengan ketat, bertanggung jawab dan disiplin dalam melaksanakan segala hal. Penerapan proses pendidikan secara utuh dari beberapa elemen meliputi: 1). Tujuan pendidikan secara umum adalah membentuk manusia utuh yang berakhlakul karimah sedangkan secara khusus meliputi. Menjadi ulama`, menjadi konglomerat, menjadikan pemimpin bangsa, menjadi profesional di bidangnya. 2) kurikulum yang diimplementasikan menggunakan kurikulum integratif antara kurikulum nasional dengan kurikulum muadalah berstandar Al-Azhar Mesir. 3) Pendidik dituntut untuk profesional dan memiliki kepribadian yang mantap agar menjadi teladan bagi santri. 4), metode yang diterapkan bervariasi meliputi metode tradisional dan metode kontemporer. 5). Evaluasi: pelaksanaan evaluasi dilakukan setiap mingguan, bulanan, per semester, dan tahunan. Semua elemen pendidikan dievaluasi untuk mewujudkan visi-misi pesantren.

Opposing Vitalism and Embracing Hospice: How a Theology of the Sabbath Can Inform End-of-Life Care

2021 ◽  
Author(s):  
Sarah K Sawicki
Keyword(s):  
End Of Life ◽  
End Of Life Care ◽  
Hospice Care ◽  
Modern Medicine ◽  
The Body ◽  
Care Plan ◽  
Life Care ◽  
Negative Effects ◽  
Whole Person

Abstract Medicine often views hospice care as “giving up,” which results in a reduced quality of end-of-life care for many patients. By integrating a theology of the Sabbath with modern medicine, hospice becomes a sacred and valuable way to honor the dying patient in a comprehensive and holistic way. A theology of Sabbath as “Sacredness in Time” can provide the foundation for a shift in understanding hospice as a legitimate care plan, which shifts the focus from controlling and manipulating space for the body, to rest and enjoyment of time for the whole person. First, I explore vitalism and its negative effects on the institution of hospice. Second, I address the main misconceptions and biases surrounding hospice in order to establish hospice as an appropriate option for the terminally ill. Finally, I argue for a shift away from sacredness in space (as seen in vitalism) to sacredness in time.

Rites of Reconciliation and Healing in Christian History

2015 ◽  
Author(s):  
Lizette Larson-Miller
Keyword(s):  
The Body ◽  
Body Of Christ ◽  
Cultural Patterns ◽  
Scriptural Interpretation ◽  
Time Period ◽  
Whole Person ◽  
Physical Elements ◽  
Religious Systems ◽  
The Relationship ◽  
The Church

Christian rites for reconciliation and healing are intimately related to one another in that individuals and communities are healed and made whole through divine action In ecclesial rites, this divine response is in cooperation with prayer and ritual that operate within understandings of health and salvation for the whole person, inclusive of spiritual, physical, emotional, mental, and social healing. The historical rites and rituals of the church have undergone tremendous changes throughout history, reflecting differences in what it is that was desired and prayed for, and whether the ritual work was to reincorporate a member back into the church or into health and wholeness. The various ritual processes emerged from the intersection of these theological intentions with scripture and scriptural interpretation, with cultural patterns established or emerging, with geographical availability of physical elements and climate possibilities, and with other religious systems as well as from political and population shifts linked to all of these aspects. Rites of reconciliation were ritual responses to theological assumptions about the free will of humans, human nature and sin, the love of God, and the authority of the church as the body of Christ to challenge members when their words and actions were counter to the unity of the community and the teaching articulated by the appointed leaders. Rites of healing were ritualized acts of the prayer of faith, imitating one of the primary ministries of Jesus himself in healing people into the fullness of life, proclaiming healing as sign and symbol of the reign of God, and assuring all the members that “the prayer of faith will save the sick, and the Lord will raise them up” (James 5:14). Both of these rites, while ritually evolving as theologies and contexts changed, were always concerned with the reconciliation and healing of individuals to themselves, as well as reconciliation and healing in relationship to their communities and to their God. Of these three constituencies—God, community, oneself—one aspect or another would often take precedence in a particular time period, giving a discernable emphasis to the rites in their historical contexts. This tripartite emphasis was met with other factors that shifted historically, such as who may receive these rites, who may administer the rites, and the relationship to the church and to God as perceived by different voices. All of these factors shape the rites of reconciliation and healing over the centuries of Christian practice, contributing to the diverse practices found in Christianity today.

The Gentle Loving Rehab of Yoga,with Ayurveda

2002 ◽  
Vol 12 (1) ◽  
pp. 39-43
Author(s):  
Patricia Hansen ◽  
Hansa Knox
Keyword(s):  
The Body ◽  
Human Beings ◽  
Therapeutic Application ◽  
Yoga Therapy ◽  
Vast Array ◽  
Structural Problems ◽  
Whole Person ◽  
Therapeutic Assistance ◽  
The Individual

People seek the benefits of private Yoga sessions for many reasons, including structural problems, stress,mental, emotional, and spiritual concerns, or a preference for one-on-one instruction. Others seek to deepen their Yoga experience because something has awakened during a yogâsana class. This is a natural unfoldment of the individual in the context of the classical darshana(system) of Yoga. Yoga is an ancient tradition that has been used by human beings for centuries to experience wholeness and health on every level of their being, and these individuals are seeking therapeutic assistance from Yoga, also known as yoga-cikitsâ, or Yoga therapy. The intention of this paper is to present an overview of the vast array of tools available through the traditions of Yoga and Ayurveda to support the individual therapeutic application of Yoga. Yoga-cikitsâ encompasses every level of the body-mind, and we feel that Yoga teachers and therapists need to integrate all of the available tools to best work with the whole person.

Food First: Nutrition as the Foundation for Health

2015 ◽  
Vol 21 (4) ◽  
pp. 213-221 ◽  
Author(s):  
Laura Sandquist
Keyword(s):  
Health Care Professionals ◽  
Well Being ◽  
The Body ◽  
Biological Functions ◽  
Gastrointestinal Dysfunction ◽  
Physiological Processes ◽  
Novel Approach ◽  
Whole Person ◽  
Whole Systems ◽  
Health And Well Being

The principles of integrative nursing advocate that food be considered as a primary intervention for health promotion, risk reduction, and generally improved well-being. Food provides information to the body, signaling basic biological functions and normalizing physiological processes. Health care professionals should query patients about their nutritional intake, recognizing that adjustments in the types of foods consumed can often address long-standing symptoms that create distress, including pain, fatigue, anxiety, and gastrointestinal dysfunction. A Food First approach to care offers a novel approach that champions whole person/whole systems emergent health and well-being.

scholarly journals Limited, inclusive, and communitarian: in defence of recognising property in the human body

2019 ◽  
Vol 70 (3) ◽  
pp. 289-309
Author(s):  
Neil Maddox
Keyword(s):  
Property Rights ◽  
Human Activity ◽  
Human Body ◽  
The Body ◽  
Community Resources ◽  
Property Law ◽  
Narrow View ◽  
Unique Nature ◽  
The Law

While recognising property in the human body would have its uses, there are objections to granting such rights given the unique nature of the body. One objection is that property serves individualistic and not communitarian values and fails to capture the body’s relational interdependent nature. I contest this objection as it takes an overly narrow view of property as being ‘Blackstonian’ in character, eliding the diversity of property institutions that actually exist. Thus, the usefulness of property law in the protection and management of community resources and the manner in which property is often limited by non-property interests that the law is accustomed to protecting have not been accounted for. I contend that property facilitates cooperative human activity and could potentially provide useful tools for the protection of individual and communal rights in the body. I further contend that, where property rights have tentatively been recognised in human biomaterials, they are not strongly exclusive in character and are consistent with property’s inclusive and communitarian nature in being limited to prevent public harm and by reference tothe non-property interests of other persons and the community.

scholarly journals Indigenous Knowledge in Mundum and Suptulung

AMC Journal ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 75-88
Author(s):  
Shanti Devi Rai
Keyword(s):  
Food Security ◽  
Indigenous Knowledge ◽  
Education System ◽  
Formal Education ◽  
Cultural Practices ◽  
Indigenous Education ◽  
National Curriculum ◽  
Language And Culture ◽  
Western Education ◽  
Almost All

The dominance of formal education over the indigenous education along with the language and culture has been a pressing issue in almost all cultures of the world.  The Nepalese education system is also largely influenced by the western education system. So, it is inevitable that Nepalese students too are influenced by the western education. Rai community is one of 125 indigenous groups having rich indigenous knowledge. Particularly, they have vocational education of the food security that transforms the knowledge through the cultural practices, which is close to nature and thus a unique one. The significance of the food security means survival for the whole year. Mundumic education focuses on the survival in nature and to reduction of   poverty.  However, such indigenous type of cultural activities as part of education have not been recognized and put into priority in the government’s curriculum. This is an example of a missing link of such cultural heritage in our curriculum. Therefore, I propose here to explain a typical Binayo Movie thematically having indignity in its content suitable for inclusion in national curriculum. This Movie is a key to establish the Mundum and Suptulung identity within this community contributing to indigenous identity for the future generations. Thus, this article explores some significant aspects of Mundumic cultural education which helps conserve indigenous knowledge on the one hand, and on the other, reduce poverty through indigenous skills of food production and security.

scholarly journals Spirituality in Medicine

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Steven Aung
Keyword(s):  
Chinese Medicine ◽  
Traditional Chinese Medicine ◽  
Healing Process ◽  
Well Being ◽  
The Body ◽  
Qi Gong ◽  
Healing Journey ◽  
Whole Person ◽  
Vital Component ◽  
Spirituality In Medicine

Objectives: Spirituality is a vital component of whole person care; healing always involves body, mind, and spirit. We can anticipate the resolution of health problems holistically by providing correct physical, mental, and spiritual alignment to our dear patients. Alignment is accomplished both through the patients’ awareness of relaxation and self-care, and the harmonization and purification of the healing energy of the practitioner. Therefore, the patient and practitioner engage upon a healing journey through spiritual connection that vitalizes the process of medicine.Methods: Traditional Chinese Medicine has employed a physical, mental, and spiritual approach for thousands of years. Enhancing spirituality in medicine involved strengthening exercises of the body, mind, and spirit. Patients are encouraged to increase their awareness of themselves on each level. Practitioners should learn to cultivate positive healing energy that will enhance their medical practice. Qi Gong posture, breathing, phonation, and visualization exercises will be demonstrated to introduce Traditional Chinese Medical philosophy and practice.Results: Session participants will receive a general orientation to Traditional Chinese Medicine and learn specific skills in Qi Gong. Patients will learn greater attention to physical, mental, and spiritual alignment. Practitioners will learn to engage themselves for whole person healing, by understanding the relationship between patient and the practitioner.Conclusions: Spirituality is vitally important in medicine to enhance the quality of both its preventive and healing aspects. Treatment is a two way relationship. Practitioners must treat patients with good intentions. Patients must prepare for a healing process that engages them on the physical, mental, and spiritual levels. Practitioners and patients, therefore, must work hand in hand, heart to heart, towards the goal of health and well-being.

scholarly journals Independent contributions of the face, body and gait to the representation of the whole person

2020 ◽  
Author(s):  
Noa Simhi ◽  
Galit Yovel
Keyword(s):  
Linear Regression ◽  
Person Perception ◽  
Real Life ◽  
The Body ◽  
Additional Contribution ◽  
Representational Space ◽  
Whole Person ◽  
The Face ◽  
Static Images ◽  
Complementary Analysis

Most studies on person perception have primarily investigated static images of faces. However, real-life person perception involves also the body and often the gait of the whole person. Whereas some studies indicated that the face dominates the representation of the whole person, others have emphasized the additional contribution of the body and gait. Here, we compared models of whole person perception by asking whether a model that includes the body for static whole person stimuli and also the gait for dynamic whole person stimuli accounts better for the representation of the whole person than a model that takes into account the face alone. Participants rated the distinctiveness of static or dynamic displays of different people based on either the whole person, face, body, or gait. By fitting a linear regression model to the representation of the whole person based on the face, body and gait, we revealed that the face and body contribute uniquely and independently to the representation of the static whole person, and that gait further contributes to the representation of the dynamic person. A complementary analysis examined if these components are also valid dimensions of a whole person representational space. This analysis further confirmed that the body in addition to the face, as well as the gait are valid dimensions of the static and dynamic whole person representations, respectively. These data clearly show that whole person perception goes beyond the face and is significantly influenced by the body and gait.

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