Holistic and Academic Education

Holistic and Academic Education Holistic education is a discipline of education based on the premise that each person finds, meaning, identity and purpose in life through connections to the natural world, to the community, and to humanitarian values such as peace and compassion. Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning. This is the definition given by Miller, editor, founder and author of the journal Holistic Education. The term holistic education is often used to refer to the more democratic and humanistic types of alternative education. Flake, C. L (1998) describes this further by stating, What distinguishes holistic education from other forms of education, at its most general level, are its objectives, its focus to learning through experience, its goals and the significance it places on primary human values and relationships, within a learning environment. The concept of holism refers to the idea that all the properties of a given system in any field of study cannot be determined or explained by the sum of its component parts [Forbes, S. H, 1996]. The system as a whole instead determines the behavior of its parts. There is no single source for a holistic education movement. There is neither a major form of expression nor a predominant proponent. It is difficult to define clearly a holistic education. There are a number of perceptions and values, however that most schools claiming to be holistic would follow [Miller.R, 2010]. A holistic way of thinking rather than defining human possibilities narrowly, literally tries to integrate and encompass multiple layers of experience and meaning. Teaching Methodologies There are several methodologies adopted by schools that preach holistic education: Religion as a part of life: Holistic education cultivates religious values as a part of the life. There are classes that insist and preach moral values such as divinity, spirituality, realization of self, morality, mortality, serving the community and much more. Live Workshops: Education through experience is the main motto of holistic education. Everything is made live in the form of workshops. Scholars from various disciplines interact with the students and conduct real-time workshops rather than imparting the bookish knowledge. Children or students literally do what they learn and learn what they do. This make the children gain experience in each and every subject they learn. Science Fairs and Exhibitions: The institutions spent a lot of amount in gather people of same likes and interests at a single place and share their views on thoughts. Knowledge is the only resource that multiplies on sharing. Knowledge transfer is accomplished in holistic education due to many fairs and exhibitions. Special Training Programs: Training programs to develop various technical, managerial and behavioral skills are conducted often by these institutions. Some of the most significant training programs are leadership training, team building training, communication training, psychological training, orientation training and religious training. Mentors The teachers in the holistic schools are not strict as that of regular academic schools. Rather than threatening the students by exercising strict control over them, these teachers act as real friends and mentors of the students. The children can get guidance from their mentors very easily and without a hesitation. The barrier between the teacher- student relationships is completely broken in holistic education. Thus holistic education is far beyond the styles adopted by conventional academic learning. With acts like terrorism, crime and violence increasing in the society, holistic learning, obviously is the need of the hour. Aims and objectives of the study Primary Objective: To understand the key concepts and options of holistic education. To analyze the difference between academic and holistic education. To identify the need for holistic education. To study the process of education followed in holistic institutions in India. To evaluate the effectiveness of holistic education systems. Secondary Objective: To create awareness about holistic education among people of India. To emphasis the need for holistic education in India. To encourage the people to seek holistic education rather than conventional academic education. Review of literature The Indian educational history has always been glorified by the presence of universities like Nalanda, Vikramshila and Taxila, from the ancient period. India has got the privilege of establishing universities, even before there were universities in continents like Europe. The contributions of Arya Bhatta, Chanakya, Kalidasa and Baskaracharyya could not be forgotten by the whole world. Be it mathematics, science, literature or technology, India would be in the list of one of the historic contributors irrespective of the discipline of education. Indians have produced many of the most successful and remarkable insights, thoughts and inventions. However, on examining the post independent era, the scenario of growth in the present Indian education is remarkably low and in fact pitiable. The 65 years of post independence has not made much difference in Indian education, especially in rural India. Independent India however has stood unique by setting up over seventy education commission or education committee. Out of the 94 developing countries in the world, the position of India is 76th in terms of overall educational development index [EDI]. The percentage of students enrolled in first standard (Class I) and reached to fifth standard (Class V) is 77 in other developing countries. Controversially in India it is only 60%. [Krishnamurthy, 1994]. This statistical data is significant enough to understand the deteriorating situation of present India. India ranks a low 105 out of 127 nations in UNESCOs Education for All Development Index (EDI) for 2004, despite its much-prevalent Education for All (Sarva Shiksha Abhiyan) initiative. The worst part of it is that the United Nation body says it is doubtful if India would be able to achieve the EFA (Education for All) goal. The EFA goals concentrates on 100% enrolment in primary schools by the year 2015 and it is one of the U Ns Millennium Development Goals (MDG). All this has happened only because of the conventional educational system that focuses much on making the children to pile up with loads of books rather than understanding the true value of education. The conventional academic education ruins the imaginative power of kids. Especially the academic educational system in India is so strict that it does not give place for creativity and human values. On the other hand, an alternative educational system also known as holistic education is emerging in India. Unlike the conventional system, holistic education concentrates on learning through experience. This gives a new definition and style to education. By this system, children can learn by doing whatever they love to do. This system induces an interest for learning among children and education is being made a fun by this process. Holistic learning is also known as transformative learning. Jack Mezirow (2000), Neuman (1998), Boyd Meyers and Edmond OSullivan, (1988) have contributed to the research of transformative learning and have identified a new framework or pedagogy that is to be demonstrated in holistic programs. According to Mezirow, the goal of education is to help the individual become a more autonomous thinker by learning to negotiate his or her own values, meanings, and purpose rather than uncritically acting on those of others[Mezirow ,2000]. According to Edmond OSullivan, transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. [Edmond OSullivan, 1988]. OSullivan E., has identified five themes as the fundamental to transformative learning. The connection or relationship that humans have with the natural world also known as the consciousness of the environment Conscious world citizens, equality, peace, world citizenship, interdependency, narratives of inclusion and interconnectedness Integral curriculum; integral development-from the personal to the planetary, contextual-holistic vs. content-informational An experience of belonging: community, a place, roots A sense of the sacred: integrative dimension of experience, awe, respect for life, connections to the spirit [Jack Mezirow, 2000], On the other hand has specified ten elements that provide a strong foundation for transformative learning. A sense of safety, openness, trust; egalitarian, nonjudgmental and non-competitive environment A learner centered approach Critical reflection and explorations of alternative personal perspectives Affective learning, emotions and feelings discussed Solitude, self dialogue Handling disagreement, confronting rather than avoiding Experiential learning Acknowledging many ways of knowing and learning; multiple intelligences Questioning our assumptions, beliefs The use of rational discourse, dialogue [Boyd and Meyers, 1988], include supporting students to recognize their spirit-a knowing or a truth that resides in them, in promoting transformative learning. [Neuman, 1996] expands the acknowledgment of the importance of feelings and emotions to the transformative aspects of learning experiences. Research methodology Two forms of research are undertaken in order for the purpose of satisfying the objectives of the study: Primary Research: Data collected through first-hand sources Secondary Research: Second-hand data collected through different sources Primary research- Quantitative Research Quantitative research method will be followed in order to create a detailed analysis of consumers perception regarding emails and direct mails as marketing medium in India. Quantitative research offers several advantages to the study: Brower et al (2000, pg. 366) assert that quantitative researchers pursue- and insist that they generate- value-free, unbiased data. Similarly, McLaughlin et al (2002) highlight the following uses of quantitative approach: Research and establish explicit hypotheses Uses accurate measures of concepts Uses tests of statistical significance Uses controls for other explanatory variables Provides a clear theoretical context Case-studies The term case-study usually refers to a fairly intensive examination of a single unit such as a person, a small group of people, or a single company. Case-studies involve measuring what is there and how it got there. In this sense, it is historical. It can enable the researcher to explore, unravel and understand problems, issues and relationships. It cannot, however, allow the researcher to generalize, that is, to argue that from one case-study the results, findings or theory developed apply to other similar case-studies. The case looked at may be unique and, therefore not representative of other instances. It is, of course, possible to look at several case-studies to represent certain features of management that we are interested in studying. The case-study approach is often done to make practical improvements. Contributions to general knowledge are incidental. The case-study method has four steps: Determine the present situation. Gather background information about the past and key variables. Test hypotheses. The background information collected will have been analyzed for possible hypotheses. In this step, specific evidence about each hypothesis can be gathered. This step aims to eliminate possibilities which conflict with the evidence collected and to gain confidence for the important hypotheses. The culmination of this step might be the development of an experimental design to test out more rigorously the hypotheses developed, or it might be to take action to remedy the problem. Take remedial action. The aim is to check that the hypotheses tested actually work out in practice. Some action, correction or improvement is made and a re-check carried out on the situation to see what effect the change has brought about. The case-study enables rich information to be gathered from which potentially useful hypotheses can be generated. It can be a time-consuming process. It is also inefficient in researching situations which are already well structured and where the important variables have been identified. They lack utility when attempting to reach rigorous conclusions or determining precise relationships between variables. Sample size This study takes into consideration ten different holistic schools functioning in India. Secondary Research Secondary data is the information what was collected in the past for some other purpose. Usually, researchers start their investigation by studying a rich variety of already accessible data, to see if they can make a breakthrough in the study partly or wholly, without the use of expensive, time-consuming first-hand research. The following forms of secondary data will be used to research purpose: Books Journals and articles Newspapers Magazines Online web portals Annual Reports Government Agencies Independent Agencies Government official reports Limitations of the study- .5 page This concentrates on the holistic educational practices in India and not any other type of education. This study focuses exclusively on alternate schools. This study involves the holistic schools in India alone. This study is applicable for holistic schools that have been successfully serving the society for not less than eight years.

Hanging Woman Creek :: essays research papers

Hanging Woman Creek is set in an era of American expansion when the major conflict of the Indian population was not much of a worry. The bigger worry for most men on the frontier was other whites. Bandits were plentiful, and the law was dealt out by the people. The book starts out in Chicago, concerning a man who had just been released from an overnight stay in prison. This man is called Pike, and has a reputation for being a fighter. His reputation is not that well however, because it seems that he loses more fights than he wins. He is sitting with an African-American man and another man by a fire, Eddie and Van. He quickly became friends with Eddie, and realized that Van was more trouble than he was worth. He and Eddie hitched a train to the West, looking for jobs as cowherds. They reach a town on the edge of the frontier that Pike has visited in the past. He finds some friends and one that offers a job. However, this job is not a very safe one. It is to round up some cattle near a n outpost on Hanging Woman Creek and stay there.   Ã‚  Ã‚  Ã‚  Ã‚  Pike and Eddie find much trouble, and one man is shot in the back by an unknown assailant. Pike escorts a lady out to her brother’s homestead, and a while later the lady’s brother’s estate has been burnt down. Bohlen, a local rancher, was suspected of doing it. Ann, the lady that Pike escorted earlier, was at the house. She had escaped however, and was now on the run. Pike caught up to her and they headed back to the town. Along the way Bohlen attacked the group and killed Eddie and Ann’s brother. Pike and Ann made it back to town and Pike got his revenge on Bohlen, but only after he went through a court hearing and the truth came out.   Ã‚  Ã‚  Ã‚  Ã‚  This book was very confusing and disorganized. It was very hard to follow and the author could have done a better job in explaining the plot. Facts were thrown in throughout the story about what was going on, sometimes with no real relevance. The author also stopped often to contemplate the meaning of life from the perspective of Pike. This was distracting, and made the book a very boring read. The book definitely could have used some more organization and a less complicated plot.

A Bend in the River

A Bend in The River is a book published by V.S. Naipaul in 1979. The novel is set in Zaire during the rule of Mobutu Sese Seka in the late 1960s and early 1970. The country nor its president are ever mentioned but many commentators agree that it is in fact Zaire.This period was one of great social and political upheaval in Zaire, later known as the Democratic Republic of Congo. There were armed coups, political machinations, guerilla rebellions, urban riots, rural massacres and widespread social reforms. Against this backdrop, the transformation of Salim is presented. External sources are one in saying that Salim transformed from a propertied and upright man into a poor scoundrel because of the environment he was thrust in. I am in agreement with this.â€Å"The tall lilac-coloured flower had appeared only a few years before, and in the local language there was no word for it. The people still called it ‘the new thing' or ‘the new thing in the river,' and to them it was a nother enemy. Its rubbery vines and leaves formed thick tangles of vegetation that adhered to the river banks and clogged up waterways. It grew fast, faster than men could destroy it with the tools they had. The channels to the villages had to be constantly cleared.Night and day the water hyacinth floated up from the south, seeding itself as it travelled.† This except from the book can be taken as a simple botanical statement, yet in the subtle mind of Naipaul this simple botanical fact suggests a broader truth in relation to the life of Salim. It will be a foreshadowing of the creeping corruption that will rend Salim’s soul.In the beginning of the novel, Salim is an Arab-African of Indian descent who comes from a lapsed Muslim family that has resided in eastern Africa for generations. However, Salim sees no future for himself or for his culture along the east African coast. He also has a bit of an inferiority complex, in chapter two he says he left English language sch ool when he was 16 not because he was not smart enough to graduate but because no one in his family went to school beyond 16.He decides to travel to the interior of the Continent. However, because of the chaos prevalent in those days his trip takes a full week and Salim paid bribes to many people to facilitate his travels. Family friend Nazruddin had sold him sundries and supply store which he discovers is a mess. and travels to the interior of the African Continent to start a new life.At this stage he still has high hopes and aspirations for a better life. He eventually arrives along a town at a town along the bend of the river, this is likely based on the river Kisangani, there he is joined by his servant Metty and he establishes his business. Salim quickly gains a regular customer in Zabeth the merchant.Zabeth is an authentic African who is in touch with the tribal ways, she uses charms and potions to defend from evil yet is easily able to enter the modern world. By comparison he r son Ferdinand is a through and through ‘modern’ African who is in the process of being educated in the modern ways. Since Zabeth is his friend Salim takes an interest in watching over the boy as he grows up.Clearly in the beginning of the novel, Salim is a man of some property and he is also an upright and moral person despite his lack of faith in his religion.However Salim is trapped in a rather miserable environment, the post colonial environment he resides in is a no-man’s land. There are European Intellectual advisers, mercenaries, profiteers and other Third World flotsam and jetsam who populate the land.These people and the environment of rebellions and repression will slowly degrade Salim as he loses his properties and his integrity in the mounting chaos. By the end of the novel Salim’s transformation is complete when he notes in page 36-7 that even Natives have become exiles in their own country, so can become exiles in their own country when life itself is lived at the whims of the ruler.This descent from propertied upright man to improvished scoundrel happens gradually. It begins for our man living along the bend of the river with Bigburgers. This is the name of the place where the prominent members of the local society meet. It is also the name of a large hamburger which Salim, descendant of fastidious Indian immigrants, describes the Bigburger as â€Å"smooth white lips of bread over mangled black tongues of meat† Here is where Salim goes regularly and strikes acquaintances with the locals.In the beginning the town is admirable in its simplicity. The Villagers descend from the bush to sell monkey meat to the steamer passengers. Then they turn around and use it to buy pots, cloths and razor blades from the shops. The shop owners can then go to Bigburgers for their meals. Salim for his part moves his sundry and supplies store and converts it into a dry-goods store, he bought the place cheap because the revolution de pressed real estate values. Lucky for him he catches on to the economic boom that occurs shortly after he arrived.Soon the jingoistic â€Å"Big Man’s† misrule takes its toll on his prosperity. Father Huisman, a Belgian priest who taught at the school where Ferdinand studies is depressed at his relative wealth compared to the young Africans who must eat caterpillars just to sate their hunger.He decides to leave but dies before he can go. In chapter 6 the town becomes a thriving marketplace. However the lack of urban planning, since the â€Å"Big man† has neglected the town, leads to squatters who have no homes and just throw their garbage out the door creating a big hill of garbage making the town stink.In chapter nine Indar talks about his life to Salim, Indar reveals how in the past he too was idealistic and appreciated nature in all its beauty. His visit to London changed him greatly, he became London-centric in a sense believing that all other life was false and London was the true life.Indar was so in love with London that he wanted to stay there for good. However, he had a change of heart and after graduating from college he already had a cynical view of life. He now thinks only of himself and cares little for the greater world around him. Little do we know that Indar is a foreshadowing of Salim’s fate.By chapter 13 things are really going bad for Salim as well. He is now intimately involved with a woman named Yvette who in the past was seduced by Raymond. Before, he derided Mahesh as a half man because of his devotion to his wife.Now he is doing exactly the same thing with Yvette seeing the world based on how it would affect their relationship. After the Youth Guard is disbanded in chapter 14, things get even worse. The police are harassing everyone thinking them to be rebels, supposedly, in fact they are merely trying to extort money from everyone they suspect still has any.â€Å"The world is what it is; men who are nothing, who allow themselves to become nothing, have no place in it.† Reads the first sentence of page one. It summarizes, Naipaul’s rather cynical world view and the thesis of his book. In the end Salim casts doubt upon the validity and legitimacy of the historical documents from which he draws his identity.Despite all the turmoil he sees around him his friend Raymond, a historian, can be seeing painting a rosy picture of the events. He asks himself if it were possible that his own past had been manipulated too?This crisis is the last straw that breaks the camels back. With his present in ruins and his future bleak, Salim finds that his past is also a sham. This is too much to bear, following his trip to Europe and seeing that even Europe is not the paradise it was made up to be Salim returns having lost all hope in the world.   

High School With Female And Male Learners With Special...

Where/what is the research site? The site for this study will be a local high school with both female and male learners with Special Education Needs (SEN) and learning disability. The research will target or focus on one of the schools with a high number of disabled students to ensure the statistics taken are more conclusive for the study. Together with the school administration, 9-12th-grade teachers, students, and counselors we will attempt to come up with the best and efficient mode of conducting the research. Addressing the issue of young people with disabilities requires the inclusion of a larger audience such as the students, teachers, and administrators (Supports Center, 2004). According to Milsom, counselor’s assigned the role of preparing students for the job and life outside school has failed to adequately present the disabled students with skills to cope with life after school (2002). The research records the type of instruction and skills taught to the students, looking for the relation of the in formation and survival in the outside world. The study will collect data by asking the students questions related to survival outside the school and rate students according to the level of preparedness. Through such information, the research can offer a clear understanding of the issue to be discussed as well as the culture in the schools today concerning their ability to prepare learners for employment environment and real life after school. Target Group TheShow MoreRelatedProposed Action Of Special Needs2390 Words   |  10 PagesProposed Action Special need students, like any other students interact with several people at school. However due to their disabilities, they are usually more disadvantaged because they need more assistance as compared to other students and when this is not taken seriously, they end up dropping out of school or graduating without acquiring the necessary career skills for them. Research shows that among the many people that these students interact with at school, guidance counselors are usually inRead More American Public Education Essay1785 Words   |  8 Pagesin some classrooms, nearly continuous. The public education system is having difficulty adjusting to the no child left behind act. The No Child Left Behind(NCLB) is a landmark in education reform designed to improve student achievement and change the culture of American’s schools. The primary sponsors of NCLB were President George W. Bush and Sen. Ted Kennedy of Massachusetts, a decades-long advocate for raising the quality of public education. This law was signed in 2001. Unfortunately not everythingRead MoreRoles and Responsibilities of a Teacher9859 Words   |  40 PagesPreparing to Teach in the Lifelong Learning Sector [pic] Executive Summary This paper will focus upon the roles, responsibilities and boundaries in planning, managing and delivering learning based around the teaching training cycle. This covers the application of learning styles to identify the differences of my learners. The issues of entitlement, equality, diversity and Inclusitivity will be addressed. It will also address the relevant legislation in my area of expertise and the importanceRead MoreEssay Developmental Psychology and Children43507 Words   |  175 Pagesthe Early Years Foundation Stage May 2008 Setting the Standards for Learning, Development and Care for children from birth to five STATUTORY FRAMEWORK NON-STATUTORY GUIDANCE Practice Guidance for the Early Years Foundation Stage Contents Section 1 – Implementing the EYFS ââ€"   ââ€"   ââ€"   ââ€"   ââ€"   ââ€"   ââ€"   ââ€"   ââ€"   ââ€"   ââ€"   Introduction Putting the Principles into practice General points on provision of the EYFS Meeting the diverse needs of children Partnership working Flexible provision Play Quality improvementRead MoreThe Effects of Advertising on Children33281 Words   |  134 Pages................................................................................. 57 Australian Communications and Media Authority 2 Summary Preface This report was prepared by the Bond University Centre for New Media Research and Education between August and November 2006. The research team was Dr Jeffrey E. Brand (Director), Dr Mark Bahr (Psychology), Ms Jill Borchard and Ms Tanya Neves, (PhD students at the Centre). This research was conducted by independent researchers and the conclusions