On Holism and Holistic Health

A fascinating article by the The Natural and Holistic Study Group – Heidleberg tells us;

Does Holistic Health Education Exist?

Tanya Zilberter, Ph.D. and Michelle Bannister

The Natural and Holistic Study Group-Heidelberg

“Holistic philosophy is so diverse that practically every theorist can claim holistic credentials.”(Kolcaba R, 1997). 

 

 

Holism

Before we try to answer to the above question — if holistic health education exists — four problems will call for definitions:1. What is holism?
2. What is holistic health?
3. What is holistic education?
4. What is holistic health education?

1. Holism

Holism is first of all a philosophy. As such it proclaims the wholeness, let it be a human body, education, civilization, or ecosystem, and doing this it opposes the reductionism (Pruessner HT, Hensel WA, Rasco TL , 1992; Gunderman RB, 1995) and dualism (Jorgensen J, 1993; Adler RH, 1996). In the case of medicine, dualism means an acute distinction between soma and psyche, structure and function, from which it is evident that the dualism in medicine is not based on human nature. Rather, it is the result of the development and training of the observer (Adler RH, 1996). The last remark leaves no doubts about the nesessity of discussing the character of modern health education.

2. Holistic health

General considerations

Being widely used in empirical sense of the word, the term ‘holism’ nevertheless is infrequently specified accurately. People who identify themselves, for example, with holistic health practitioners in most cases mean their belonging to one or another alternative healing modality (Table 1). The entity of holistic educators in it’s own turn occasionally includes holistic health practitioners (Fig. 2), especially those concerned with body-mind model of a human being and Arts Therapies (e.g., Holistic Education: an interdisciplinary focus based in the department of curriculum, OISE homepage, 1997). Historically, the adjective “holistic” in medicine is assimilated by the practice of comprehensive and humane nursing care. However, even in such well defined and particular a field, the meaning of at least three “holisms” can be isolated:

 

As a practice-centered discipline, nursing gives a central role to whole-person holism. If mainstream medicine integrates the doctor-patient relationship and studies it scientifically, its model will change from a biomedical to a biopsychosocial one, thus satisfying many of the patient’s needs, which were so far neglected (Adler RH, 1995).

 

In so far as nursing approximates medicine, it incorporates systemic holism emphasizing the importance of striking a balance between reductionist thinking (that dominates medical education) and whole-systems thinking (Pruessner HT, Hensel WA, Rasco TL 1992)

 

From its basis in biology, nursing imports organismic holism (e.g., even “vascular holism”, Barnes RW, 1995).

 

The three holisms seem incompatible because of the contrasting concepts of a human being, a system per se, and organism’s internal (functional) systems. This contrast is based on the presumable incompatibility of metaphysical, scientific and ethical axioms (Kolcaba R, 1997)

Holistic Education.

 

Who is who in holistic education.

Both social science and medicine share, in differing ways, the uncertainty produced by the complexity of human characteristics. Within those who identified themselves as holistic educators or concerned with holistic philosophy in education, vast majority belonged to professional teachers and educators including holistic educators:

artists & art therapists 5%

computer scientists 5%

dancers 3%

ecologists 3%

educators 11%

holistic educators 7%

musicians 7%

philosophers 5%

physicians 4%

poets & writers 5%

psychologis 4%

psychotherapists 5%

researchers 5%

social workers & activists 3%

teachers 22%

What does holistic education do?

Jack Miller, a recognized leader in holistic eduction and holistic curriculum (Miller J 1998, 1993) recently defined holistic education as rooted in holism, or the concept of an interconnected reality (Miller J 1997)

 

To read the full article go HERE

Author: Roger - Dr Roger Prentice

Now I write, teach and coach mainly self-understanding. At advanced levels About 21stC 'interfaith as inter-spirituality' - and how we can grow closer to our True Self. In the past I : . 1) I ran courses and give talks at conferences and in universities and colleges in the UK, China, USA, Canada, Scandinavia etc. . 2) I provided materials, outlines and lessons for Schools. . 3) My range of interests include personal development, learning and teaching, photography and film, the arts generally, spirituality and educational practice and theory. . 4) At the same time I continue developing the human-centred studies SunWALK PDS (People Development System) - a whole-person, high-achievement model for individuals, and for use in, NGOs, schools and other organizations. . 5) The key question that continues to animate me and my work remains, "What is it to be fully and positively human?" . Contact me via onesummit AT gmail DOT com (replace At with@ etc.). . All good wishes Roger (Dr Roger Prentice) . For those interested; My first degree is in English and Education. My masters is in Adult and Community Education. My doctorate presented a new holistic meta-model of education called SunWALK. View all posts by Roger - Dr Roger Prentice