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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