17 Central Concerns of Holistic, Human-centred or Person-centred education

The 17 Central Concerns of Holistic, Human-centred or Person-centred education below are suggested as the planning or evaluative criteria for any model of education that calls itself  ‘Holistic’, Human-centred or, Person-centred  etc.

Any such model, I argue will have to give a satisfactory, balanced, appropriate account of :

1 what it is to be fully & positively human.

2 the nature & characteristics of Holistic, Human-centred or Person-centred education.

3 the place of story and storying.

4 the central importance of meaning, its making and subjective & objective forms

5 appropriate & challenging forms of construing (subjective forms of expression)

6 appropriate & challenging forms of and de-construction(objective forms – ‘reading’ analysing etc.)

7 Interiority – the physical, psychological & spiritual dimensions of learning & their inter-relationships

8 the re-establishment of the central importance of wisdom.

9 engendering and managing volition.

10 active and experiential learning

11 love /affect

12 knowing, knowledge & personal transformation

13 community – including friendship groups, class, family & wider community

14 multi-level-dialogue – intrapersonal and within friendship groups, class, family & wider comm.

15 the (chosen) sources of higher-order values & beliefs,

16 inspiration – the nature & implications of those higher-order values and beliefs – inc. the Whole, the nature of reality & the inevitable context of mystery (world-view)

17 finding & utilizing best available, appropriate, content for each element

 

Suggested Readings for the 17 concerns

1 Being Human – Heschel – Who is Man

2 What is Holistic Ed? –  Jack Miller then Ron Miller

Somewhat critical review of the Holistic Curriculum – but it shows a lot about the reviewer!

3 Story & Storying –  Peter Abbs –  Narratology – Narrative Studies (Applied)

4 Meaning and its making -Heschel – Who is Man

5 Creativity – the subjective voice

A) Teaching of Fine Art/Performing arts etc.   – best practice in all subjects.                                                                                                                                           B) Arts in education i) – All Our Futures NAC Report for DfEE  –  ii) – Peter Abbs

6 Criticality – the objective voice

A) PFC (Philosophy for Children)e.g. Bob Fisher Teaching Thinking: Philosophical Enquiry in the Classroom              B) Best practice re Maths teaching, Sciences teaching, Technology and IT teaching

7 Interiority – Ken Wilber 

8 Wisdom – HERE – NB Start with chapter by Gisela Labouvie-Vief   Prof Labouvie-Vief publications HERE

9 Volition  – Rollo May (Love and Will) –  then Assagioli

10 Active & Experiential Learning   

11 Love/Affect – `Abdu’l-Bahá –  Affect (psychology)

12 Knowing – knowledge – & personal transformation – Wilber – Heschel – Who is Man – 

13 Community  – Bruner – Matthew Lipman 

14 Multi-level dialogue – Nicholas C Burbules and Matthew Lipman – `Abdu’l-Bahá

15 Inspiration – the (chosen) sources of higher-order values & beliefs – Perennial Philosophy and Universalism – and then the great wisdom traditions

16 The nature and implications of those higher-order values and beliefs – Wilber –  Tolle – Karen Armstrong

17 Content – derive from best thinkers in each subject discipline

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For information on PCP Personal-Construct Psychology – George Kelly – start HERE

On  Epiphany, insight via autobiography and ‘autoethnography applied’ see HERE

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