Empowering Youth: The Holistic Approach to Education

Holistic Education

I have thoroughly enjoyed delving into the wisdom of different global education systems over the last month. As I have continued to research I have come across Holistic Education which has really excited me. It brings the positive aspects of many of these teachings as well as incorporating many principles of Positive Psychology, which is to me inspiring in itself! 

I believe there is much we can learn from these ancient systems as this quote from ‘Imagining Decolonisation’ encapsulates “Contemporary and future problems deserve our immediate attention with the widest set of approaches and solutions we can bring to bear. If indigenous knowledge are disregarded, undermined by the ongoing effects of colonisation, the effects are bad for all.” Rebecca Kiddle.

We are at the point in evolution where things are no longer working. The system that most western countries set up in the 1700’s is no longer best practice. We would be remiss to ignore the ancient wisdom, some of which we have touched on here, and to continue to believe that this outdated, archaic system we have in place is still relevant for the world we live in.

While I don’t know exactly what the best answer is, I am buoyed by the notion of Holistic Education. This movement in education is similar to many of our ancient traditions in that it focuses on engaging the whole learner, body, mind and spirit. Its philosophy is based on the premise that each person finds identity, meaning, and purpose in life through connections to their local community, to the natural world, and to humanitarian values such as compassion and peace.

This idea is evident in the Māori world view with the māori word Kotahitanga meaning unity, solidarity and collective action. It is recognised in our Early Childhood curriculum Te Whiriki to represent holistic development and guide principles such as how students are assessed. "Assessing or observing children should take place in the same contexts of meaningful activities and relationships that have provided the focus for the holistic curriculum … Assessment of children should encompass all dimensions of children’s learning and development and should see the child as a whole." Te Whiriki pg30

Holistic education embodies this multifaceted approach to teaching, aiming to nurture the emotional, social, ethical, and academic facets of students within a unified learning framework. It encourages students to contemplate the implications of their actions on both the global and local community, fostering a sense of interconnectedness. Teachers facilitate this process by involving students in projects that encourage critical thinking and problem-solving, empowering them to address real-world challenges collaboratively.

This holistic approach is also encapsulated in ‘hauora’, a Māori philosophy of health and well-being that is unique to Aotearoa/New Zealand and as relevant to educators as it is to health professionals. It comprises taha tinana, taha hinengaro, taha whānau and taha wairua, the four aspects of our being. It argues that all four aspects need to be in balance for us to feel whole and living at our full potential. This idea is taught explicitly in our Health and Physical Education curriculum and highlights the need for balance in all areas of our life in order to live up to our true potential. I think it is fabulous that we have such forward thinking in our curriculum, however I strongly believe that this idea does not only pertain to health and could be the principle that underpins all learning in classrooms throughout Aotearoa and beyond.

Similarly our New Zealand Curriculum reflects a trend towards student-centred learning and aims to create learners who are ‘confident, connected, actively involved’ lifelong learners. This is a noble goal. Could a shift in education focus provide a more meaningful experience aimed at achieving these goals?

Over the last 100 years or so our focus has been on achievement, competition, survival of the fittest. I believe that these concepts are not serving us and in order to move to the next level of human evolution we need to move towards a more connected focus where students are encouraged to be the best they can be while thinking about how their actions affect others and the wider world around them. A key concept that underpins Holistic Education comes from the work of Abraham Maslow an American psychologist who was a driving force in work around Humanistic Psychology.

Maslow 

Maslow’s work, unlike traditional psychology, focussed on the more positive aspects of being human, such as taking into account our potential and creativity which was mostly ignored in other theories. His focus was on well-being and achieving one's potential.

He posited that self-actualization isn't a fixed endpoint; rather, it's an ongoing journey where individuals continuously strive for greater levels of well-being, creativity, and fulfilment. Maslow identified several key traits of self-actualizing people, such as self-acceptance, spontaneity, independence, and the capacity to experience peak moments of transcendence.

“Human beings are motivated by goal accomplishment. Achieving goals allows humans to meet their individual wants and needs. Needs are mentally prioritized in order of importance” – Maslow, 1943

Maslow's hierarchy of needs outlines each individual's drive to fulfil certain needs in order before being able to reach the next level. For example, the most important Psychological Needs of water, air, food etc must be fulfilled in order to free up space to think about our Safety Needs of income, housing and health. Further to this, these Safety Needs must be fulfilled in order to focus properly on the need for Love and Belonging, friendship, family and a sense of connection. The two highest needs of Esteem and Self-actualisation can only be achieved when these first three needs are met.

This model can be a good place to check in and see if we are providing a safe and encouraging environment for students to develop themselves to their full potential.

Holistic Education Around the World

The Asia-Europe Foundation has carried out a lot of research into the current education system and how it has been affected in recent times by huge global events such as Covid 19, the climate crisis and various political unrest around the world. A well-being handbook designed for teachers to learn about and incorporate Holistic Education into their classrooms was published in 2023 and gives us inspiration and food for thought.

This study emphasises the necessity for:

• Education that fosters resilience and grit to adapt to our rapidly changing world, moving away from outdated methods originating centuries ago.

• Prioritising relationship-building among students and educators.

• Developing social-emotional skills to navigate complex social landscapes.

• Integrating values education to prepare students for an uncertain future and tailor education to individual needs.

• Promoting lifelong learning initiatives like Singapore's Learn for Life program, encouraging openness to change in an unpredictable future.

The authors cite this quote from Scoffham which highlights the need for values based education in order to create an environment for all to thrive in our futures. “As learners become values-anchored individuals, they will inevitably be important contributors to the progress and sustainability of a nation (OECD, 2019; see United Nations’ Sustainable Development Goals [SDGs], specifically Goal 4 and Target 7, as cited in Manzoor, 2019). Values are the principles and beliefs that guide and influence a person’s choices, judgements, behaviours and actions for the well-being of the individual, society and environment (OECD, n.d.), providing them with a compass that guides the individual with a sense of moral direction” (Scoffham, 2020).

Teaching Strategies:

• Cultivating strong teacher-student bonds: Collaboratively shaping the classroom environment and rules fosters a sense of ownership among students, sustained throughout the year. Understanding students' strengths enables tailored learning experiences that address real-life challenges they encounter.

• Promoting self-confidence: Encouraging self-discovery and awareness of one's strengths and abilities.

• Explicit instruction in social-emotional skills: Providing frequent opportunities for emotional reflection to support students' holistic development.

• Child-centred environment: Creating a safe space for learning, where students feel free to make mistakes, receive peer support, and actively contribute to their learning environment.

• Empowering agency: Emphasising the purpose of learning for future readiness and the development of essential skills.

• Experiential learning: Making learning relevant and meaningful by connecting it to real-life situations.

• Facilitating self-guided learning: Fostering creativity and critical thinking by encouraging students to explore, experiment, and ask questions.

• Building community: Nurturing a strong sense of belonging through peer support and connections with the broader community, leveraging external expertise.

• Interdisciplinary approach: Integrating various subjects to demonstrate the interconnectedness of knowledge across disciplines.

Some benefits of this approach include improved academic performance due to the evident relevance of learning, enhanced mental and emotional well-being through explicit teaching, heightened problem-solving skills fostered by leadership opportunities within peer groups, and diminished impact of inequalities as students gain understanding and respect for diversity.

I have been blown away by how many of these points mirror what we have learnt about indigenous education and the methods used for knowledge transmission in ancient times. It really takes me back to the quote at the beginning of this post regarding the need to recognise indigenous knowledge and I wonder if this is a vehicle to bring us all back together.

Where to from here?

My manual The Classroom Connections Project integrates all of the aspects of Holistic Education in an easy to use manual for teachers.

While individual teachers know what is best for their students at any time it gives a clear outline of the important aspects of well-being education, provides meaningful activities and allows students the opportunity to learn about self, others and the wider world.

Lessons are organised into three categories:

• Self - getting to know ourselves through the exploration of character strengths, optimism, mindfulness, a growth mindset and meditation.

• Others - learning how to create positive lasting relationships with others through gratitude and kindness.

• Wider world - recognising the impact we have on the wider world and learning to make decisions around the type of impact we choose to make. 

This is a comprehensive manual designed to integrate all aspects of Holistic Education seamlessly into your classroom. In today's ever-changing educational landscape, it's crucial for teachers to prioritise the well-being of their students while providing meaningful learning experiences. This manual offers a clear outline of key aspects of well-being education, along with engaging activities that allow students to explore themselves, understand others, and connect with the world around them. Whether you're a seasoned educator or new to the concept of Holistic Education, The Classroom Connections Project provides practical tools to create a nurturing and inclusive learning environment. If you're ready to make a real difference in the lives of your students and embrace Holistic Education, don't hesitate to check out The Classroom Connections Project today. Your students—and your classroom—will thank you.

Thanks for taking the time to read my post today and I wish you an inspiring week ahead.

Ka kite ano

Natalie