critical thinking a holistic approach

K. Andersen Honors College, Washington State University [email protected]

One of my most memorable encounters in academia with “critical thinking” as the kosher, discretely awe-inducing, concept it is, was in October 1997 at the National Collegiate Honors Council Conference in Atlanta. This huge, annual conference abounds in sessions on excellence in teaching the best and brightest undergraduates, and “critical thinking” regularly finds its way into session titles or hovers above the educational community’s discussions like simmering heat above desert asphalt.

With morbid curiosity I made my way to the session entitled “Blessed, Betrothed, Battered, Butchered: Biblical Women Speak Out” in which a teacher and (Honors) students from Columbia College “explored the Bible through the stories of women. Each student researched one of the women’s stories, discovering the effects of culture, history, and theology on the role of women in biblical times” 1 In her introduction to the session’s topic the teacher described the presenters’ efforts as examples of “critical thinking,” as they were exploring the Bible from the untraditional perspective of much overlooked women’s stories, and in so doing they were presenting a kind of “Christian feminism.” The students proceeded to dramatize their chosen subjects, reading aloud from the Bible, making statements such as “understanding the Bible,” “the stories of the great Bible,” “agree with what the Bible says, serving your man is a blessing,” “a woman’s faith can be just as strong as a man’s faith,” interspersed with exclamations such as “Praise the Lord,” “my faith,” “I heard the Lord.” The room was packed and the audience applauded vigorously.

As esoteric and extreme as this example may be, it lends itself well to an explication of some of the fundamental dimensions of the nature of critical thinking which I shall address in the following. One such fundamental dimension, of course, has to do with the intellectual predisposition of the critical subject, which must lead me to question whether the “morbid curiosity” mentioned above somehow hindered me in recognizing the true critical nature of the students’ project, or conversely, whether a definition of the act of critical thinking, e.g. via a rubric, might indeed disclose shortcomings in the presenters’ approach, which might enable me to reject their activities as having anything to do with critical thinking properly understood.

In the following paper I will first discuss my experiences with the WSU Critical Thinking Rubric 2 a version of which I have included as part of my University Honors 440, Domain of the Arts course, which typically holds 28 students in each class, since Fall semester 2001. Secondly, I will examine, more generally, the act of critical thinking as it seems to transcend any given rubric. In doing so, I will pay particular attention to some of Harvey Siegel’s viewpoints collected in Rationality Redeemed? (1997). Finally, I will propose that critical thinking-in-the-classroom is far from an activity void of consequences for learning outcomes and assessment practices of programs, students and teachers. On the contrary, it is of the greatest importance for critical thinking itself that the goal of teaching critical thinking is aligned with the assessment practices that formulate the learning outcomes of academic programs. Any underestimation of the importance of this front will have disastrous implications for critical thinking. Much is at stake for individual classes, teachers, and academic units, as critical thinking as a learning outcome launches itself upon the interest-driven battle field of challenging curricula, graduation rates, grade inflation, undergraduate and graduate school admissions, and fund raising. Is it possible for everybody involved, students (their parents), teachers, and administrators, to look beyond the pragmatic, diploma-achieving, so wholesomely final, context of undergraduate education? In other words: to which extent is critical thinking compatible with the established practices of undergraduate education? Even more is at stake for society at large as recipient of our products: will an uncritical, ideologically complacent, populace be able to successfully deal with the stupendous challenges of modern economic and cultural coexistence?

The Rubric A good 2400 years ago, as Socrates in 399 BCE raised his cup towards the Athenians and irrevocably swallowed the potion, he had delivered the final and fully authoritative perspective on critical thinking. He had instituted an educational ideal whose essence was a critique of the assumptions embedded in statements, in individuals, and in the social norm systems reflected in them, and by refusing to relinquish his right to do so, he furthermore established critical thinking as a moral duty. His insistence within the realm of social law upon concordance between examined opinion and action, not only made critical thinking a matter of individual integrity, but made it a matter of communal integrity as well. 3 The message for critical thinking delivered by the Socratic method is simple: by examining different perspectives upon a given issue, you must diligently unearth the reasons for your thinking, irrespective of their relationship to established mores; as painful, complex and confusing as that may be.

So, what are we doing still talking about this stuff? Why aren’t we simply teaching Socratic dialectic inquiry (pedagogically tuned) to elementary, middle and high school kids with a refresher course for college freshmen? Have we forgotten? Are we merely rediscovering, re-verbalizing, ancient truths in the face of some nomos (see footnote 3)?

These initial remarks connecting critical thinking to contemporary ideological expressions and philosophical history may seem to be overshooting the target, considering the problems of the pedagogical trenches of undergraduate education. But is it really? Would we not like to think that the intellectual ideals and practical skills of inquiry that we teach as attitude and tools, and reward accordingly in our grading, transcend the classroom to become a certain disposition through which students process the temptations, options and necessities they encounter in life? Would we not also like to think that what people thought and did in the past aren’t merely closed, curious chapters for sporadic entertainment but that their choices have existential implications for us as connecting bonds, expanding our own humanity to more than limited experience? From such perspectives the sanctimoniously gratuitous community of the students at the conference session, and the categorical tenseness that must have frozen the atmosphere, when Socrates had spoken and lifted the cup to his lips, followed by all eyes, are existential moments demanding our critical attention, lest we succumb to personal or cultural complacency.

The Washington State University Critical Thinking Rubric constitutes a valiant effort at pedagogical implementation of the Socratic ideals into undergraduate curricula across disciplines. This, obviously, is a monumental task. The diverse interest spheres of undergraduate majors alone make it difficult to identify what is meant by e.g. an “assumption.” If we reduce the field to the humanities on the one hand, and the natural sciences on the other, the difference in approach re. e.g. gathering “evidence,” is no less magnanimous. The natural sciences, fortunately, rest on the concrete firmament of Natural law - however elusive its discovery may be. Inquiry into the natural sciences essentially boils down to this: in one tube you’ve got this liquid, in another that liquid. You pour the two together and either something happens or nothing happens. In either case you have discovered something, replicable, and the Federal Government or a foundation will fund you handsomely as you chart the components of your experiment and your conclusions. This process typically takes place in a lab, in a collective, edifying atmosphere set by the common, certain direction from a vantage point of little or no evidence, over possibly discarded evidence, to productive evidence, reassuringly confirming the presence of that natural firmament which we know is there and eventually will be charted. In this psychological sense not even infinite space constitutes a problem.

For the humanities, alas, it is an entirely different affair. In this vast abyss of multi-tongued human speculation, motivations and agendas there is little such consolation to be had. The direction isn’t linear but, at best, circular. Since there is no “law of the humanities,” the process is singular, not collective. Only on a small scale will it temporarily appear communal as the humanities tries to anchor itself through a theory of philosophy, of perception, of literature, of art, of language, of culture, etc. until replaced by a “new” expected to be as fragile as that which it replaced. (Even linguistically we see the complexity: the subject is plural (humanities) but the predicate (itself) must be singular.) Ultimately, “evidence” in the humanities is only evidence because you think it is so, according to your temporary theory, anchored by your culture, your class, your gender, your sexual preference, your political view, or some fluffy notion of “tradition” etc. etc. Another human may interpret differently, with a different anchor.

How does one implement critical thinking across the board under these conditions?

The WSU Rubric’s answer is to avoid the problem. It presents seven areas to be covered in the inquiry: problem, own position, other positions, assumptions, data, context, conclusion, and leaves it up to the individual to define and execute according to her interpretation of her field. To each of the seven dimensions, the Rubric briefly indicates the characteristics of respectively an inferior and a successful response. In addition, the Rubric offers eight “Contexts for Consideration:” Cultural/Social, Educational, Technological, Political, Scientific, Economic, Ethical, and Personal Experience, but, again, suggests no methods for how to develop those massive problem areas. Clearly, “context” is the message. Apart from the eight highlighted contexts for consideration, it is surely close to being impossible not to encounter contexts when developing the seven dimensions. E.g., even gathering data implicates a context, and in this way the student is forced into a contextual framework even before he begins to consider it consciously.

While the Rubric presents a sympathetic answer to the previously mentioned problems of definition, by leaving interpretation and execution up to the expert in the field, it runs the risk of being trivial. After all, the Rubric reads like a manual for composing a research paper: introduction of problem, conclusion, and in between the familiar motions of assessing and discussing data. If this is the case, perhaps its greatest strength simply lies in its presence in class as a reminder for students to include considerations of as many of the seven dimensions as appropriate. Furthermore, in being the handy vehicle through which the teacher incorporates critical thinking into syllabus, and manifests it as a learning outcome. As I shall discuss below, it seems to me that there are more decisive parameters of critical thinking that must be in place before a rubric will have an effect.

The Class From the outset courses in the WSU Honors College are supposed to be tuned to critical thinking. Classes are small, at most 28 students (some like the Seminar max. 15 students), and the learning style must be interactive, discussing material in class and in papers, lecturing held to a minimum. As a rule teachers do not give multiple choice exams, and grades on individual merit, affording them the chance to give all A’s if they so please. The UH 440, Domain of the Arts requirement seeks to enlighten students on the nature of the arts from theoretical and historical, occasionally practical, viewpoints, preferably targeting several forms of artistic expression. Within this frame each teacher has considerable room for maneuvering. My class, Art and Art Theory, probes the nature of art by examining a selection of theoretical ideas about “art,” from cave paintings and Plato onwards to Arthur Danto and George Dickie, with students giving presentations on either art theory, or on specific works of art, in order to consider the validity of those theoretical ideas, as we appreciate art. In addition, we attend music and theater performances, and museum exhibits, which students review in short two or three page writings. Two short theoretical writings and a traditional research paper conclude the writing requirements.

For critical thinking the topic: art, is a gracious host. So much of art, of course, is critical expression of often calculated thinking. When Manet shocked the Parisian bourgeoisie with his semi-naked luncheon in the open, or Marcel Duchamp exhibited a urinal naming it “Fountain,” or Andy Warhol exhibited brillo boxes, or Serrano photographed a crucifix in urine and named it “Piss Christ,” or books are being removed from libraries, or authors have to go underground, or Rudy Guiliani threatens to remove funding, you are forced right into the cauldron of competing bias. But what makes one thing art, the other not? Why are some expressions considered “high” art, and others “low”? When you add historical, social and biological contexts to these investigations you don’t need a formal rubric to make students consider viewpoints or examine own assumptions. However, the Rubric does formalize the critical thinking activity, most significantly as a talking point for structuring a research paper.

My adaptation of the Rubric represents a slight reordering of the sequence of the seven dimensions. I merge 4): “assumptions,” and 6): “context” into one: IV: Examine contexts. The 2) “Own position,” section is placed towards the end as V: Identify own position; 5): “assess supporting data/evidence” has become II: Analyze the material. Finally, I include an encouragement to “write well,” the point being, that while critical thought isn’t dependent upon excellent written expression, the symbiosis of the two definitely strengthens the impression. There is no doubt in my mind, that attention to what we might call “the aesthetics of writing” alone has a beneficial effect on content and structure. Most importantly I emphasize in class that my guide to critical thinking is just that: a guide. It must not be perceived as a mandatory skeleton for putting thoughts together. It is vital that the student takes rational, engaged and creative ownership of her product from beginning to end. Otherwise even the most profoundly instructional, sophisticated rubric will only become an occasion for skillful, unengaged reproduction.

Some Guidelines for Critical Thinking and Writing I Identify the basics of the issue Prepare your reader for the rest of your paper. This is the introduction of your paper. Guide your reader by identifying the issue and by suggesting possible ramifications. End your intro with a paragraph outlining the rest of the paper. II Analyze the material Examine its components. Connect details in coherent analysis. Question content and relevance. Identify strengths and weaknesses. Analysis may be employed in a variety of ways, using different methods. Regardless of which method you use, make sure you define your concepts. III Address different perspectives Consider different viewpoints on the material. Do not assume a certain perspective to be self-evident and obvious. Different analytical perspectives may reveal different ideas and understandings of the same phenomenon. IV Examine contexts Assess assumptions and ideological dimensions. Interpretation is conditioned by assumptions, cultural and ideological bias. Analysis and interpretation is ultimately about disclosing and examining such contextually determined points of view. V Identify own position Your particular interpretation of the material in opposition to various sources may be presented in a particular section. Injecting your voice as a discussant throughout may also be an effective way of projecting your assessment of the material. VI Conclude Consider findings and implications. Tie all strings together summarizing your findings. Emphasize the qualities and importance of your investigation. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Write well! Insightful, critical observations are not preconditioned only by excellent writing. However, displaying intriguing observations in a flowing, grammatically correct language with a varied vocabulary and sentence structure, composed within a logical structure, is a pleasure to read and certainly enhances the overall impression of your thoughts!

The rubric is handed out and discussed early on in class, and available anytime on my web site, along with syllabus and grading policies. In one semester I also presented the guide as a handout to each writing assignment with room for comments next to each of the sections. I then required students, as an activity of self-evaluation of each writing assignment, to fill in the form with remarks on how they felt they had executed their writing corresponding to each section of the guide. It is my clear impression that the rubric worked well for weaker students, who by the rubric were offered a catalogue of content-points as well as a structure, a support which also was reinforced by their comments on the self-evaluation. The more confident students, however, may only have used the rubric loosely, as well as their remarks on the self-evaluation tended to be brief, or appear slack. I discontinued the practice as I find it healthier for students (including weaker students) to focus their attention and energy on the subject matter itself rather than meditate on pedagogy.

On two occasions papers from the beginning and the end of a course were evaluated according to the WSU Rubric’s criteria by readers connected to the WSU Critical Thinking Project. For one class the overall result in regards to the critical thinking content in my class was above average, for the other average - as far as I can interpret the figures and charts. I find the variables in this sort of measurement to be too many for it to be productive. For one thing, in terms of scoring high on the evaluation, the design of the assignment makes all the difference. You can easily get what you ask for. I have seen writing assignments taking up one or even two full pages meticulously outlining the desired content. Will that bring about critical thinking? Or is such meticulous assignment design a form of regurgitation? Is including “scholarly opinion” often nothing but a “holy cow” included to automatically satisfy the rubric-designed assignment? The often lukewarm lack of enthusiasm that greets the introduction of a rubric should be cause for alarm. Another one!? - the blind stare of students seems to indicate, as they encounter yet another rubric to legislate their thinking. The truth is, that an intelligent student can follow the Rubric, go through the motions of hitting each point of critical thinking expressed in it, and therefore I would assume receive a top score, but still, either not be engaged at all in the subject matter, or write a paper that examines a variety of viewpoints but still ends up e.g. supporting or excusing the most heinous acts of humanity. On which grounds would one be able to reject such a product? Certainly not by using the value-neutral Rubric. Does the example with the sanctimonious Christians indicate that critical thinking requires more than researching different opinions on a given issue? Would it have mattered if they had presented an impressive array of theological opinion for or against the importance of women in the Bible? This fundamental dimension I will discuss in the following.

The Mindset Judging from my above experiences and observations, I do not see critical thinking as merely a formal undertaking attainable through a rubric’s requirements to process opinions and excavate assumptions etc. That is all our tool suggests. It practically divorces critical thinking from values - the values of the teacher, the values embedded in the material, the values of the student, the values of the student’s sociological context. It essentially presents itself as a tool for validating all opinions as equally good. The narrow ideological mindset evidenced by the biblical students might only have been strengthened had they structured their session according to the Rubric. Undoubtedly their teacher would have testified to the fact that they “clearly addressed the subsidiary, embedded, and implicit aspects of the problem,” “appropriately identified own position,” before addressing “additional diverse perspectives drawn from outside information,” and identified “key assumptions and ethical dimensions.” Then proceeded to “examine evidence and question its accuracy, precision, relevance and completeness, clearly distinguish between fact, opinion, and value judgments” and “to analyze the issue with a clear sense of scope and context.” Finally to conclude while “objectively reflecting upon own assertions.” The Rubric’s seven points substantially developed. And the result would have strengthened their resolve, praise the Lord. But is it critical thinking?

The Rubric’s timid reference to “value judgments” does little to appropriately represent this fundamental problem for critical thinking. “Distinguishing between value judgments,” as is barely visible in Rubric point 5), doesn’t force you to relativize your own - and it is on this critical edge that critical thinking is balancing! The profound truth is that in the humanities there are no facts, only value judgments. That’s what the humanities deal with. Uncovering those is the great purpose of the humanities! The fact that Kierkegaard died in 1855 is a fact for the humanities, and a trivial bit of information. In the humanities facts are trivial. It is a fact that Kierkegaard stated that the “The Absolute is precisely by its objective Repulsion the Measure of the Intensity of Faith in Inwardness” 4 but, again, that is merely a trivial fact for the humanities. The importance for the humanities is what is meant by that statement, and that is not a matter of fact, but a matter of value judgment, in as much as values are either hurdles that can be overcome, or walls that keep us from understanding. Complex walls, only to be broken down, brick by brick, painfully, and with a good deal of confusion. Only within this fundamental understanding of “value,” does the notion: “evidence” in the humanities make sense.

In Rationality Redeemed? (1997) 5 Harvey Siegel discusses the difference between the “Skill view” and the “Character view” of critical thinking. He defines the critical thinker as “one who is appropriately moved by reasons” (p. 2, his italics). The dual nature being the skillful ability to comprehend “reasons,” and to be personally “appropriately moved” by them. He argues that critical thinking consists of two components, “reason assessment” (“a solid understanding of the principles of reason assessment, and significant ability to utilize that understanding in order to evaluate properly beliefs, actions, judgments, and the reasons which are thought to support them,” p. 2), and “critical spirit” (“certain attitudes, dispositions, habits of mind, and character traits,” p.3). While the former constitutes the “hard science” of critical thinking, the acquired skills, the method, “the brains,” so to speak, the latter is the necessary “heart” of the matter. The importance of holding on to the Character View of critical thinking lies precisely in our pedagogical mission. For critical thinking knowledge and engagement are intimately symbiotic. Siegel writes:

But in general, the character traits deemed by the Character View to be important to our conception of critical thinking are not the entire panoply of such traits, but rather only those which are involved with our efforts to think critically. Thus such traits as willingness to follow an argument where it leads, a disposition to demand evidence for candidate beliefs, a propensity to weigh relevant evidence fairly, a tendency to believe in accordance with such evidence, a frank acknowledgment of fallibility, a willingness to take seriously the arguments of others which challenge one’s own basic beliefs and commitments, and the like, are the traits emphasized by the Character View as relevant to one’s status as a critical thinker . (p.59)  

With the addition of my previously discussed disclaimer regarding “evidence,” this paragraph can stand alone as a rubric for critical thinking. What is identified here is, for lack of better words, an existential disposition which shuns orthodoxy and dogmatism, indeed, what we mean when we so often say: keep an open mind! Without dogmatism we treasure the insecurity of where thoughts are leading us. Relieved from orthodoxy the confusion of other avenues of interpretation opens up. Were the biblical presenters removed from their environment and sufficiently schooled in the Socratic ideals behind this line of thinking, they might even expand their critical thoughts to arrive at a point where they recognized their faith as a matter of personal choice, rather than imposing it upon others, and themselves, as a matter of necessity. Teaching such a disposition as a moral stance (which doesn’t easily lend itself to pedagogy and establishment), through course materials, does more for critical thinking than all the rubrics in the world.

The Non-Context In order to identify values it is important to be able to observe them from a non-contextual viewpoint. Obviously, this is problematic. How does one liberate oneself from the established practices of one’s emotional and intellectual being? If not through the diligent practice of critical thinking, sharpened through years of study - and existing. The circle is complete. Nevertheless, contextuality is the mother of all good reasons. How often has not the “good reasons” of established practice halted progress or dimmed vision? If the German population at large in the 1930s had been able to expose nationalistic propaganda from the moral stance of critical thinking developed above, how far would Herr Schicklgruber have gotten? In order to do that, however, one must be able to liberate oneself from the snares of good reasons which typically are all that fills one’s horizon. The critical thinker must be able to tune his mind to a position from which he understands his own values, which means acknowledge their relativity (difficult enough as it is), and then use those values as a prism for attempting to sympathetically understand other values, in all their forms of expression. Such critical thinking by far supersedes the emphatic and intellectual resilience, and patience, of most. Unfortunately there is little popular guidance in this art; the engagement and time requirements for this model makes it a lonely activity. The opportunities for doing the opposite: adapting to a value-system, are far more plentiful, as they typically offer much greater financial and social prospects.

Siegel discusses this issue of contextuality as it applies to standards of evaluation. He writes: “All of our evaluations of judgments are themselves judgments, and all of them are fallible. But accepting that evaluations are themselves judgments does not preclude the existence of standards in accordance with which judgments are to be evaluated. Any particular judgment must admit of criterion-based evaluation, however fallible. (...) That is, regarding some belief, judgment, or action as reasonable requires that we appeal to something other than the process through which that judgment was reached.” (p.109-110). In my interpretation of his words, Siegel limits the dependency of rationality upon context, as judgment of reasonable (or unreasonable) action etc. may depend upon non-contextual evaluation-criteria however those criteria may be composed. 6

This non-contextual approach is also often observable in the arts, not least in comedy. Comedic relief thrives on ignoring or exposing contexts. From the Marx Brothers to Jim Carrey comedians have delighted audiences by mixing contexts: traditional opera values and asocial greed ( A Night at the Opera , 1935); common law and folklore magic ( Liar Liar , 1997). Our laughter overshadows our confusion. When Michael Moore in Bowling for Columbine (2002) critiques certain values in American society, his critical thinking is anchored in comedy, as he analyzes those values by confronting them with other values from different political and philosophical contexts. Inversely, the painter Thomas Kinkade also recognizes the importance of context, and as a business man he carefully nurtures family values to his middle class audience, and shrewdly orchestrates his limited artistic vocabulary in paintings of lighthouses, flowers and cottages. Outside such value-context, his paintings are at best an involuntary joke, at worst a scam.

A holistic approach to critical thinking, exploring contexts from within and without, only needs to structure itself around this one point: values. In generating her “own position” the student might find some objective relief in the process of explicating values. Paradoxically, generating one’s own subjective opinion substantially, presupposes considerable objective assessment of qualified opinions. From the perspective of “feel good” pedagogy it makes sense to require students to express “own opinion” practically off the bat. However, generating your own opinion substantially, is an objective matter. To the extend “own opinion” should be in the Rubric at all, it should be listed late in the sequence. In classes students are typically introduced to a new sphere of knowledge of which they know little or nothing, how can they have an opinion? Removing or relativizing the “own opinion” dimension, would probably also do much good for their self esteem. If class room culture were explicitly founded upon the value of knowing little or nothing, i.e. that knowledge is a complex and tentative commodity 7 you can almost hear the collective sigh of relief. Instead, behind every class room door they open, the rubric hound sits salivating, eager to swallow their personal opinions. Imagine the psychological distress of constantly being expected to have an opinion but you don’t know anything? You search for values to guide you in your stack of rubrics but there aren’t any to be had there. No other chance than to skillfully, fairly mindlessly, and in somewhat disengaged fashion, go through the motions of generating some echo of scholarly opinion.

In all sorts of ways values probably also sneak into the natural sciences. “Who gets the heart?” “Let’s fund our experiments through prescription drug prices!” “Your grant requires you to do research on this, so don’t do research on that, no matter how many good ideas you have.” “The results from our scientists’ experiments support our company’s position!” “Since I, as a scientist, cannot satisfactorily explain the Big Bang, I cannot rule out the presence of a Divine Being,” etc. etc.

The Evaluation As mentioned previously it is of the utmost importance - and obvious - that critical thinking is complemented by the assessment practices that govern its academic hinterland. If thinking critically means digesting a considerable measure of uncomfortable confusion, one shouldn’t expect students to embrace it warmly. Critical thinking is unfinished business, it is questioning established notions, it is criticism of interpretations we believe in, it runs contrary to our natural tendency to connect and construct. The pedagogical challenges implementing critical thinking are considerable. Students look for things to embrace, not discard. Furthermore, since critical thinking by all means is a theoretical activity, to which students generally aren’t well disposed, students might sooner or later experience a measure of fatigue as the abstract nature of the critical thinking learning outcome project takes its toll. It is vital for teachers to feel they can explore this wilderness with the backing of their administrators. Perhaps, this perspective isn’t essentially different from the issue of grade inflation. While each teacher should establish her practice, collective norm discussions will surely benefit all.

It is my expectation that a holistic approach, such as developed here, including a class room consciousness concerning the nature of knowledge, can do much to spur student interest in critical thinking, and thereby qualify it as a disposition reaching far beyond the temporary and fairly narrow confines of their undergraduate education. Otherwise, if we do not succeed in deploying critical thinking as a moral imperative into undergraduate curricula, it may come to be that the 1956 horror movie The Invasion of the Body Snatchers , about emotionless aliens taking over human minds and bodies, morphing from giant cucumbers, will be viewed as a documentary. We need critical thinking to understand the film for what it was: a cold war vision of the non-individualistic nature of the enemy’s Communist society. We need critical thinking to enable history and fiction to teach us about the nature of our present motives and agendas. Hopefully, that is what this is all about.

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1 Traditions. Atlanta ‘97. National Collegiate Honors Council Conference, October 22-26, Atlanta Hilton & Towers, Conference Program, Session C.9, my notes.

2 I wish to thank the WSU Critical Thinking Project, in particular Bill Condon, Diane Kelly-Riley and Lisa Johnson, for giving me an opportunity to participate in the Project. Their leadership in organizing a continuum of faculty workshops on teaching critical thinking to undergraduates, have created a most stimulating forum for learning different classroom practices throughout the WSU campus, as well as a welcome opportunity for examining own.

3 Different scholarly opinions on Socrates’ fate are as intriguing as the matter is treacherous. In his introduction to his translation of Xenophon’s “Socrates’ Defense,” Robin Waterfield states: “I have discussed at length the difficulty of knowing what the Socratic groups did; but certain facts are clear and centre around a single, simple core. This is that he trained people to be individuals. (...) His questioning method was (and is) designed to get people to think for themselves and to prick the illusiory conceit of knowledge. And what is the most common source for thinking that one knows something? It is nomos, the unwritten conditioning that any society imposes on its members.” (Robin Waterfield (1990). Xenophon. Conversations of Socrates . Penguin: London. pp. 36).

4 Hong, Howard. ed. (1941): S. Kierkegaard Concluding Unscientific Postscript (1846) Princeton: Princeton University Press, p. 189.

5 Siegel, Harvey (1997). Rationality Redeemed? New York: Routledge.

6 For more on this debate see Siegel (1997), chapter 7, p. 101-110.

7 Bertrand Russell expressed it well: “The essence of the liberal outlook lies not in what opinions are held, but in how they are held: instead of being held dogmatically, they are held tentatively, with a consciousness that new evidence may at any moment lead to their abandonment.” Siegel (1997), p. 7.

The Impact of WeFuture’s ‘Challenge Your World’ Workshop in Amsterdam | Case Study

Holistic thinking: what it is, why it’s important, and how to do it.

• Holistic Thinking
• World Conservation

We humans like to simplify things. And that's a good thing, to begin with, because this characteristic protects us from too many stimuli, excessive demands and overload. We develop routines that help us cope with everyday life without having to expend a lot of thought and energy. We build a microcosm around ourselves, focusing on people and things in our immediate environment. We know our family and friends, our city and our work so well that we think we know how life works.

Sometimes, however, we find that things are not as simple as we would like to believe. Namely, when we encounter complex problems. Abruptly, we tend to realize that our individual view of the world can be one-sided. For example, we can feel quite uncomfortable when we realize that climate change is a real threat. Here, our microcosm with its usual solution patterns suddenly reaches its limits. We are faced with a problem that seems so complex and abstract that it can (and often does) make us feel overwhelmed.

But in this, there is creative power. In chaos lies the chance of creativity. Why? Because it forces us to step back from familiar perceptions. Because it allows us to see that our ‘individual’ world, to which we devote all our attention, is only a part of reality. And we see that we, as individuals, are a part of the whole of nature in its beauty. Changing our perspective from the individual details to the whole forms the basis for a way of thinking that aims to help solve problems in a more cohesive way: Holistic thinking.

What Is Holistic Thinking?

Holistic thinking means having a holistic approach by contemplating the bigger picture. "Holistic“ derives from the Greek word "holos", which stands for "whole" and "comprehensive". "Holistic" therefore, means "wholeness."

Aristotle, the famous Greek philosopher, has a quote that provides a great description of how the holistic way of thinking works: "The whole is more than the sum of its parts." To help explain the impact of this quote, let’s break the process down using a simple example:

• Collect all of the ‘parts’ of something - eg. building blocks.
• Sum them up by adding them together, ordering, and arranging them in a way that makes sense - eg. build up walls, create windows, and doors.
• After summing up the parts, we create a whole. - eg. a house
• However, the ‘whole’ (or in this case, the house) is more than that because we get more value and understanding through the ‘summing’ process. By adding these parts up together, we may now better understand: - Physical structures eg. the best way to build walls so they are insulated. - Scientific principles eg. balancing the weight of the house so gravity won't tear it down. - Human Impact eg. Once we move into the house, it becomes a home. We now have shelter, security, and an increased likelihood of survival.

By summing these parts, we have received so much more - the intangible assets like understanding, value, and meaning - about the whole that was not available to its parts alone. The holistic approach leads us to truly appreciate and comprehend the sum of parts, thus making it "more than".

How is Holistic Thinking Applied?

Holistic thinking can be applied to many systems; such as biological, social, mental, economic or spiritual systems.

It is a way of thinking that has been practiced by many indigenous people for many, many years - especially when it comes to health and wellness (an example of biological, mental, and spiritual systems). Whatsmore, some traditional health care systems that are rooted in holistic principles, such as the Ancient Indian Ayurveda and Amazonian Shamanism, are still practiced today!

One of the famous personalities associated with a holistic vision was Leonardo Da Vinci, the well-known Italian painter of the Mona Lisa, living in the Renaissance. He is admired by the world for his multidisciplinary approach to connecting logic and creativity. His holistic perspective of knowledge gathering was based on thinking beyond limits and resulted in iconic creative expression that has stood the test of time.

Holism was also the core of the worldview of another famous individual - Alexander von Humboldt, German naturalist and explorer. He didn’t see organisms, geological structures, weather phenomena, or human activities as detached; but as interacting entities of a larger complex system. He shaped the scientific perception of how everything is connected. Both Da Vinci and von Humboldt showed with their interdisciplinary approach how existing ideas and new concepts complement each other.

From ancient practices to famous personalities, the application and outcomes of holistic thinking is timeless. And this is most likely because this way of thinking stems from something bigger; Holism.

The Significance of Holism

“Holism (noun): the idea that the whole of something must be considered in order to understand its different parts” - Oxford Advanced American Dictionary

While clearly defined by man, Holism is by no means a thought construct of man. Nature exemplifies and dictates holism to us; every part needs the whole and the whole needs every part. Balance, cooperation, symbiosis and synergy defines life. From animate and inanimate nature to ecosystems, physiology of organisms to climate or social interactions - every single piece of a system affects the others and the whole.

This complexity becomes particularly clear when we consider the big challenges of today. The major challenges humanity is facing are on a global scale. If we look at climate change, for example, we often think of industry and mobility. The fires in the Amazon rainforest? The (majorly illegal) deforestation of the rainforest for the cultivation of palm oil or soy and loss of biodiversity? Corruption, the displacement of the local population or conflicts with indigenous groups? All of these aspects are also defined as climate change.

It’s not possible to break the world down into its components. Whether it is climate change, mass poverty or mass extinction – there are no simple solutions to global crises. Holistic thinking makes us realise the complexity of all of the issues we face. It aims to help us to identify different perspectives and needs. Furthermore, it helps us to develop and create long-term solutions for these global challenges. Creativity, interdisciplinarity, participation and collaboration are important prerequisites to try to achieve this.

The United Nations established a plan of action for sustainable development, known as the 2030 Agenda , and is an example of a holistic approach to multilateral sustainability policy. The agenda is based on the three dimensions model of sustainability: economy, society and the environment, which are interrelated. The Agenda is broken down into Sustainable Development Goals (SDGs) , which are considered universal and apply equally to all countries when striving for a balance between the three dimensions.

Holistic thinking is the prerequisite to the 2030 Agenda and is a necessary consequence of the cooperation between all countries working towards the SDGs. It’s the key to tackling our global challenges.

WeFuture Global’s guide to holistic thinking

Many people have learned to solve a problem where it appears visibly and tangibly for everyone. While this approach may well lead to initial successes – these are not long-lasting, since the core of the problem is often hidden at first glance.

For example, In order to contribute to the fight against climate change by reducing carbon emissions, it makes sense to use the bicycle more often than a car. But, if we really want to make a difference, we should look further than just at one piece of the puzzle and adopt a holistic approach. This can be done in many ways, such as questioning our own consumption in all areas of life (not just with personal transportation), taking a look at the sustainable practices implemented on other sides of the globe, and increasing the pressure on businesses and politicians to implement sustainable practices, to name a few.

Looking at the details is not wrong – but it’s not enough either. Holistic thinking goes beyond, it means breaking free from your mindset. This requires awareness, consideration and communication. But how to put this into practice?

To assist our community in developing this important skill, we have developed the WeFuture Global guideline to help our community think holistically.

The WeFuture Global Guideline to Holistic Thinking

Step 1. awareness.

• First, take a step back from what you are doing.
• Change your perspective from detail-oriented to the whole.
• Define the exact problems / challenges.
• Define the overall objective / the end-goal.

Step 2. Consideration

• Consider and define the individual parts of the overall system.
• Look for recurring patterns and interfaces.
• See how the interfaces affect the overall objective.
• Define your role in the overall system.
• Search for the lever (area or action) with the greatest impact.

Step 3. Communication

• Showcase the importance of the single to all partners in the system.
• Facilitate and implement new and stronger relationships.

Holistic thinking is a continuous process of changing perspectives, brainstorming and critical questioning. By that, it forms the basis for decisions on concrete action and next steps.

It is of fundamental importance to identify the real problem first. It is worthwhile to pause and get an overall view: Look at the whole instead of single details, push comprehension instead of actionism and focus on strategic thinking instead of operational hectic. By looking closely at the interrelationships, the system's biggest levers can be identified. And only those will affect a real change. During the entire process, it is always important to critically question the solution statements and yourself.

Holistic World Conservation

The holistic approach makes us realize that we humans ourselves are a part of the whole. It not only makes each of us responsible but also empowers us to make a difference. Just like in a huge ecosystem, everyone and everything can understand that the overall result is bigger than individual contributions. Holistic thinking is the core of world conservation.

To solve interrelated problems, we need to work together. Individuals, civil society organizations and the private sector are indispensable for the success of world conservation as innovation can and does arise from the collaboration of these entities. If we want to change a system, we need to work on all levels. Therefore we need a strong network of symbiotic relationships, varying expertise and sector access. We need to identify the right problems, understand the connections, and each of us needs to be aware of our role in complex challenges.

Through the holistic thinking approach, we can lose the fear of complexity and be empowered to make a difference. By understanding that the whole is more than the sum of the parts, we can learn to look at problems differently and change perspectives, allowing us and our way of thinking to evolve. The holistic way of thinking can transform our lives as we question our attitudes and gain inspiration to break out of recurring patterns in our everyday life. And by collaborating with all members and groups within society, we can innovate sustainable solutions that contribute to impactful world conservation.

Be open to change. Strive for balance. Think beyond.

To become a part of the change, see all the ways that you can contribute to wefuture global..

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What Is Holistic Education? Understanding the History, Methods, and Benefits

The holistic education concept—the philosophy of educating the whole person, beyond core academics—is gaining steam in learning circles as schools struggle to improve student outcomes. Many organizations are realizing that students need more than just a strong foundation in a core curriculum, they also need to be supported by a community and to develop a compassionate understanding of the world around them.

State governments and school district officials set the tone for whether learning environments will focus on academic-centric or holistic learning concepts. However, teachers play the central role in enacting learning policies, and they have the greatest opportunity to help students discover their identities and find meaning in community and world connections through holistic teaching methods. By pursuing a Master of Education in Education Policy and Leadership or a Master of Arts in Teaching , educators can learn how holistic learning and other teaching strategies can shape students’ futures.

What Is Holistic Education?

Holistic education is a comprehensive approach to teaching where educators seek to address the emotional, social, ethical, and academic needs of students in an integrated learning format. Emphasis is placed on positive school environments and providing whole-child supports (services that support academic and nonacademic needs, also known as wraparound supports) to students.

Students are taught to reflect on their actions and how they impact the global and local community, as well as how to learn from the community around them. Teachers often engage students in projects that apply critical-thinking skills toward solving real-world problems.

History of Holistic Education

Holistic education is a relatively new movement developed in the 1980s to counteract the existing US learning structure that was perceived as mechanistic, according to Education Corner. However, the theory of educating based on a person’s entire experience has roots in ancient concepts of instruction, including those of Greek and native indigenous cultures, and has increased in prevalence over the past century. Several different approaches based on whole-person education gained steam in the 20th century, including Maria Montessori’s self-motivated growth philosophy and Rudolf Steiner and Emil Molt’s Waldorf experiential learning technique.

Many states are now incorporating holistic goals into their educational system improvement plans. This trend is encouraged by the Every Student Succeeds Act (ESSA), which provides federal funding to foster state efforts. School systems are increasingly accepting the theory that learning conditions, whole-child services, and social and emotional development are measurable variables of education and can improve equity and outcomes, according to EducationCounsel.

Holistic Education Methods

The goal of holistic education is to cultivate a developing child’s physical, emotional, moral, psychological, and spiritual attributes. Serving the whole child means providing opportunities that are personalized to a child’s skills and feelings. Lessons are conducted in a safe, supportive environment that allows students to utilize their individual strengths. Teachers must be prepared to nurture students with varying educational levels and learning capabilities. While holistic education is guided by one overarching philosophy, teachers may employ a number of methods and strategies to create a holistic learning culture.

Educational Models

Experiential Learning : Schools focused on experiential learning provide hands-on educational experiences. For instance, students might work in groups exploring different learning styles to determine which styles are most effective for them. Holistic, experiential techniques often include problem-solving exercises to address community problems or create innovative products.

Self-Guided Learning : In self-guided educational environments, teachers allow students to learn at their own pace in the style that best suits them. The self-guided culture allows for personalization to mitigate the inadequacies of one-size-fits-all learning models. Low-stakes assessments are used to adjust the curriculum’s content and pace. Classrooms may be smaller and contain students of different ages and ability levels.

Community Schools : Community schools are based on the idea that people find meaning through connections with their community. Teachers partner with community members, including families, residents, organizations, and officials, to provide integrated support and expanded learning opportunities, including after-school and summer programs. Schools are a hub of the community bringing together academic, social, development, and engagement activities.

Interdisciplinary Coursework : Part of what makes up holistic education is the idea that students’ cognitive growth is improved when multiple subjects are addressed together. Some schools are creating integrated programs where teachers from different disciplines come together to teach thematic courses that address issues from multiple perspectives. Coursework might also include independent research, travel, fieldwork, and internships.

Teacher Strategies

Strong Student-Teacher Relationships : When teachers are able to form strong bonds with students, performance and engagement is positively impacted. At-risk students have a higher chance of success when they feel safe and nurtured. Teachers can foster strong relationships by responding to students’ strengths and needs and by acting in a culturally sensitive manner. Allowing students to help develop classroom rules and take on leadership roles helps encourage trust and communication among students and enhances their motivation to succeed.

Encouraging Self-Confidence : Students need to believe that they belong at school and have the ability to succeed. Teachers can help build self-confidence by providing multiple opportunities for students to digest structured information and communicate their understanding in a variety of ways. Teachers must recognize students’ unique strengths and treat all students equally. Student motivation can be enhanced by making sure that lessons are relevant to students’ lives and focus on realistic issues.

Incorporating Emotional Reflection : As a teacher, it’s not always easy to look beyond academic performance to nurture the mental and emotional well-being of a child. To encourage emotional reflection in daily routines, teachers might provide moments for students to reflect, contemplate, or meditate. Lessons to teach empathy could focus on effective listening and observation techniques or literature that presents varying perspectives on social issues.

Benefits of Holistic Education

Holistic education is based on a learning philosophy that brings a number of benefits to students, teachers, schools, and communities. Students are empowered to improve their educational outcomes and gain the life skills necessary to take on a successful professional career.

Improved Academic Achievement : Holistic education can improve the academic achievements of all children, regardless of background and circumstances, by catering to individual learning styles and providing a supportive learning environment. Children’s brain capacities are increased when they feel physically and emotionally safe and connected to others, according to the Learning Policy Institute.

Enhanced Mental and Emotional Well-Being : In a supportive environment, where social and emotional learning is emphasized along with academics, students have a better chance of emerging with self-awareness, confidence, and a sense of social responsibility.

Increased Problem-Solving Ability : Students who are tasked with solving real-world problems that exist in their communities emerge with strong critical-thinking skills. These hands-on projects give students skills that will apply to their adult careers, such as how to gather, analyze, and report data and how to collaborate with others.

Reduced Impact of Inequities : By emphasizing integrated learning concepts, the whole-child approach to education has been shown to reduce the psychological impact of issues such as violence, abuse, or poverty on academic achievement, according to the Learning Policy Institute.

Learn More About Holistic Education

Through holistic education strategies, including integrated learning formats and community interactions, teachers can help students develop a strong sense of self, as well as promote lifelong happiness and success. By pursuing a master’s degree in education, teachers can advance their knowledge of holistic education and other innovative learning concepts.

American University’s School of Education offers a Master of Education in Education Policy and Leadership degree and a Master of Arts in Teaching degree designed to enable teaching leaders to enact real change in learning environments. American University offers in-person, online, and hybrid degree program options.

Traditional vs. Progressive Education: Benefits and Challenges

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Education Corner, “Holistic Education: A Comprehensive Guide”

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Education Dive, “Teachers Can Use Proven Strategies to Help Students Develop Empathy”

Inside Higher Ed, “6 Ideas Whose Time Has Come”

Learning Policy Institute, “Educating the Whole Child: Improving School Climate to Support Student Success”

Learning Policy Institute, How Federal Policy Can Empower States and Communities to Provide Whole Child Education for All Students

NEA Today, “Bridging the Gap: Serving the Whole Child Involves Every Educator”

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Using Holistic Design and Technology to Stimulate Critical Thinking in Mathematical Modeling

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Critical thinking can be defined as reflection, based on deep content knowledge, which informs the thinker about how best to apply his knowledge in a given situation. With the increasing demand for higher education to produce graduates that are not only well educated in their field of study but who can also think critically within it, one instructional model that promotes critical thinking is holistic design. Holistic design provides strategies for complex learning by presenting students with authentic, real-world tasks. In my junior-level mathematical modeling course at Baylor University, one such task my students investigate is building a schedule to repay an automobile loan. This project requires that students account for all financial aspects of the car buying process. In order to accomplish this, they must engage inductive and deductive reasoning skills while leveraging their knowledge of exponential growth and recursive relationships to construct a mathematical model. As they build their models, students use Excel to explore the consequences of their assumptions and gauge the reasonableness of their calculations. In the final phase, students use the internet to find an online car payment calculator. They must compare it to their model, describe similarities and differences, and reconcile any inconsistencies. Once their model is completed, students must then write a paper describing their model, its ingredients, and how it works. Requiring that students reflect on and articulate their solution has shown to be particularly effective at engaging the students’ cognitive analysis, synthesis, and evaluation processes which fuel critical thinking.

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Goodman, A. (2021). Using Holistic Design and Technology to Stimulate Critical Thinking in Mathematical Modeling. In: Wen, Y., et al. Expanding Global Horizons Through Technology Enhanced Language Learning. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-15-7579-2_12

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Transforming education for holistic student development

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Learning from education system (re)building around the world, amanda datnow , amanda datnow professor and chancellor’s associates endowed chair in the department of education studies - university of california, san diego @amandadatnow vicki park , vicki park associate professor in educational leadership - san diego state university's college of education, director - ed.d. program in educational leadership - san diego state university donald j. peurach , and donald j. peurach professor of educational policy, leadership, and innovation - university of michigan @dpeurach james p. spillane james p. spillane spencer t. and ann w. olin professor in learning and organizational change - northwestern university @jamespspillane.

September 13, 2022

This foundational summary report has seven companion case studies— Iowa BIG, USA , the International Baccalaureate , Ireland , India , British Columbia , Chile , and Singapore . All case studies bear remarkable similarities in their efforts to (re)build education systems—each is working in policy contexts pressing for academic quality and equity, while also facing additional incentives to support holistic student development.

The period since the founding of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1945 has been marked by an accumulating global agenda for transforming education for students in fundamental ways—including the recognition that education is a human right and a public good, that access is not tantamount to learning, and that academic learning is but one dimension of holistic student development (Figure 1). Each of these calls for global educational transformation has been invoked in response to crises regarding educational equity, quality, and purpose. These crises have been underscored by the COVID-19 pandemic, which brought the needs of the whole child to the forefront.

The global education policy arena is a crowded space, with many interests and voices competing for priority in motivating and framing agendas for improvement and innovation. In search of common ground, this report centers on two critical questions that should be matters of universal concern.

The first question is rhetorical, aiming to engage both heart and mind in considering efforts to build and rebuild academically focused education systems into humanistic education systems that also support the social, emotional, moral, and civic development of students:

What would it mean—and what would it take—to build education systems that develop every child as would that child’s own parents?

The second question is empirical, aiming to draw a diverse global audience into productive, evidence-informed conversation about complex and contentious issues of collective interest, one central issue being potential synergies between the pursuits of academic and holistic student development:

Is there evidence that it is even possible to (re)build academically focused education systems to support holistic student development?

In anticipation of the United Nations Transforming Education Summit in September 2022, this report explores the work of building and rebuilding education systems to support holistic student development. It focuses specifically on the journeys of seven education systems—situated in high-, middle-, and low-middle-income countries with democratic traditions—as they make the whole child the center of their work. They include national initiatives in Singapore, Ireland, and Chile; provincial, territorial, and local initiatives in Canada, India, and the United States; and a cross-national initiative in the International Baccalaureate. All seven systems operate in policy contexts pressing for measurable gains in students’ academic learning, and none seeks to compromise academic rigor. Yet all seven aim to go further by supporting the intellectual, physical, emotional, social, cultural, and moral development of students.

These are initiatives in which multiple stakeholders, in different positions and from different perspectives, are recognizing and heeding aspirations and logics, making meaning and sense, assuming agency and taking action, experiencing and learning, and adapting and coordinating. Indeed, in the work of building and rebuilding education systems, these initiatives also function as learning systems that produce the knowledge and capabilities needed to do all of these things, and more.

The findings

While different in many ways, the seven systems bear remarkable similarities in their efforts to (re)build education systems to support holistic student development. Each is working in policy contexts pressing for academic quality and equity while also facing additional incentives to support holistic student development.

Moreover, in these seven systems, efforts to (re)build education systems for holistic student development bear remarkable similarity to system (re)building for academic development , though imbued with new concern for moral legitimacy and responsibility alongside established concern for pragmatic legitimacy and technical effectiveness .

In these seven systems, education system building is multifaceted and involves 10 key lessons across three interrelated domains or forms of common work. Indeed, among the primary contributions of this report is a practical framework to guide diverse stakeholders in working together to transform education systems.

These seven systems work to manage their environments to build support for holistic student development among diverse stakeholders; address different institutional, cultural, and technical demands; and build partnerships for supporting reform. In so doing, they offer these key lessons for managing environments:

• Engage diverse stakeholders: Engage and coordinate among diverse stakeholders and leverage partnerships.
• Construct coherence: Create opportunities for diverse stakeholders to deliberate on different cultural norms, cognitive frameworks, and regulatory environments that inform schooling.
• Manage equity-and-rigor tension: Engage the perceived tensions between equity and rigor in deliberation about holistic development.

These systems also work to build or rebuild an educational infrastructure to enable approaches to instruction that can support holistic student development in schools. The following lessons are key for (re)building educational infrastructures for holistic student development:

4. Build social infrastructure: Build a social infrastructure that engages stakeholders about holistic student development and the entailments for instruction.

5. Develop instructional designs: Develop instructional designs that recognize and support instruction as a coproduction between students and teachers.

6. Design educational infrastructure: Design educational infrastructure to support new visions for instruction, and mobilize this infrastructure to support instructional improvement.

Finally, these systems work to integrate educational infrastructure with everyday practice in schools and classrooms. Their work highlights the following lessons:

• Balance common conventions with local discretion: Balance common systemwide conventions with the need for local discretion to promote and encourage reform.
• Distribute leadership: Develop and distribute leadership for instruction by, among other things, cultivating educator and student agency.
• Support infrastructure use: Support the use of educational infrastructure in school and classroom practice through professional learning.
• Monitor practice and performance: Conduct consistent, ongoing monitoring of practice and performance for continuous improvement and professional learning.

The domains of system-building work are interrelated and overlapping, involving continual attention to constructing coherence as institutional environments are in constant flux. Further, the work of different domains does not happen in any particular order: although managing environments is important early in a reform journey to build support for holistic student development, it remains just as crucial later in the journey.

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These three domains of education system building played out consistently in initiatives that otherwise varied in terms of the level of operation (cross-national, national, provincial, territorial, or local); their unique historical, societal, and policy contexts; and their different approaches to supporting holistic student development. Moreover, in no case did these seven systems put digital or information technologies in the first position as primary drivers of educational transformation, as efficient, quick alternatives to the difficult, long-term work of institution building. Rather, each placed instruction —the collaborative work of teachers and students—in the first position, and each engaged deeply in the development of infrastructures and organizations to support holistic student development at a large scale.

Considerations for collective conversation and action

Our findings provide high-level perspective on complex, large-scale systems transformation. Further research is needed to examine how the work of system (re)building is playing out throughout these seven systems, how those doing the work are managing successes and challenges, and how the work is bearing on the daily lives of students and teachers. Moreover, further research is needed across countries at varying levels of development—especially in low-income countries striving to increase access to schooling and to establish institutions supporting foundational literacy and numeracy, all while managing the dire consequences of the COVID-19 pandemic and climate change.

Even so, these portraits of system (re)building toward holistic student development across the seven case studies present educators, policymakers, and researchers with key initial lessons for undertaking this work. The systems take diverse on-ramps and multiple pathways toward holistic student development. Their points of departure and connection suggest that critical leverage points enable forward movement as they take moral, technical, and institutional cues from the larger environment.

A large part of managing the environment will be for systems to explicitly connect technical values for educational quality and equity with moral values for holistic student development, deliberating on and negotiating dilemmas with diverse stakeholders. Nurturing teaching and learning for holistic student development will take not only ambitious vision and goals but also education system building and rebuilding efforts to support everyday practice. If the goals are ambitious, so too must be the infrastructures for supporting their enactment. Infrastructure use in everyday school and classroom practice must be deliberately cultivated and supported.

With these lessons in mind, we encourage diverse stakeholders in systems to engage in collaborative conversations and action centered on the three domains of practical framing for systems transformation that have emerged from our exploration:

• Manage environments and relationships.
• Build educational infrastructure.
• Integrate educational infrastructure in practice.

Supporting diverse stakeholders in doing this work, in turn, will depend on researchers’ continuing exploration of diverse system transformation efforts—especially in systems being pressed to support holistic student development while also striving to increase access and support foundational learning. It will involve developing new types of collegial, global learning and networking among system leaders at all levels. And it will require developing creative new ways to draw local education professionals, parents, community members, and students into cross-national learning opportunities that create new possibilities, build their knowledge and capabilities, and fuel their agency. For—as captured by the journeys of the seven systems explored here—much of the burden of transforming education systems rests on the shoulders of local education professionals, parents, community members, and students.

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Names of the primary authors are listed in alphabetical order. The primary authors contributed equally to this report. Juan Bravo, Whitney Hegseth, Jeanne Ho, Devi Khanna, Dennis Kwek, Angela Lyle, Amelia Peterson, Thomas K. Walsh, Jose Weinstein, and Hwei Ming Wong all contributed sections to this report.

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Understanding the Concept of Holistic Education – A Paradigm Shift in Learning and Development

• Post author By aqua
• Post date 03.12.2023
• No Comments on Understanding the Concept of Holistic Education – A Paradigm Shift in Learning and Development

Holistic education is a concept that encompasses the idea of nurturing and developing the whole person, not just focusing on academic achievements. It takes into account the physical, mental, emotional, and spiritual aspects of an individual, recognizing that they are all interconnected and play a crucial role in the learning process.

What sets holistic education apart from traditional approaches is its emphasis on a well-rounded education that goes beyond textbooks and exams. It seeks to create an environment where students can explore their interests, develop their passions, and cultivate a sense of purpose and meaning in their lives. By addressing the intellectual, social, and emotional needs of learners, holistic education aims to prepare them for the complexities of the real world.

In a holistic education system, teachers play the role of facilitators, guiding students towards self-discovery and self-actualization. They encourage critical thinking, creativity, and problem-solving skills, while also fostering empathy, compassion, and mindfulness. This approach recognizes that education is not just about acquiring knowledge, but also about developing life skills, emotional intelligence, and a sense of social responsibility.

The Meaning and Philosophy

At its core, holistic education seeks to nurture the intellect, creativity, emotional intelligence, and physical well-being of students. It values experiential learning, critical thinking, and reflection, as well as the cultivation of empathy, compassion, and a sense of purpose. It recognizes the interconnectedness of all aspects of life and the importance of developing a deep understanding of oneself, others, and the world.

Furthermore, holistic education promotes a holistic approach to teaching and learning. Rather than focusing solely on academic subjects, it incorporates different disciplines and perspectives, as well as the arts, sports, and life skills. It encourages inquiry-based learning, collaborative problem-solving, and hands-on experiences, allowing students to actively engage with the material and develop a deeper understanding.

Overall, the philosophy behind holistic education is that learning should be meaningful, relevant, and transformative. It aims to empower students to become lifelong learners, critical thinkers, and compassionate individuals who can contribute positively to society. By fostering a holistic approach to education, we can create a nurturing and inclusive learning environment that supports the growth and development of each student.

Key Principles of Holistic Education

Holistic education is a comprehensive approach to learning that recognizes the interconnectedness of all aspects of a person’s being. It goes beyond traditional academic subjects and aims to cultivate the physical, emotional, social, and spiritual aspects of an individual. The key principles of holistic education are as follows:

1. Integration of Mind, Body, and Spirit

Holistic education recognizes that the mind, body, and spirit are interconnected and that learning should involve all three aspects. It emphasizes the importance of physical well-being, creative expression, emotional intelligence, and spiritual growth alongside academic knowledge.

2. Individuality and Uniqueness

Holistic education acknowledges that each individual is unique and has their own strengths, interests, and learning styles. It values and respects the diversity of learners and aims to tailor the learning experience to meet their individual needs and preferences.

3. Whole-Person Development

Holistic education aims to develop the whole person by nurturing their cognitive, social, emotional, physical, and spiritual dimensions. It focuses on cultivating critical thinking, creativity, emotional intelligence, social skills, and personal values, in addition to academic knowledge.

4. Relationships and Community

Holistic education recognizes the importance of relationships and community in the learning process. It values the development of strong connections between learners, teachers, parents, and the larger community. It promotes collaboration, empathy, and mutual respect to create a supportive and inclusive learning environment.

5. Contextual and Experiential Learning

Holistic education emphasizes learning in real-life contexts and through hands-on experiences. It encourages learners to explore, experiment, and reflect on their experiences, allowing for a deeper understanding and meaningful connections to be made.

In conclusion, holistic education is a comprehensive and inclusive approach to learning. By integrating the mind, body, and spirit, valuing individuality, fostering whole-person development, nurturing relationships and community, and promoting contextual and experiential learning, holistic education empowers individuals to reach their full potential and lead fulfilling lives.

Benefits and Advantages

By nurturing all aspects of a person, holistic education helps individuals develop a strong sense of self-awareness and self-confidence. It encourages them to explore their interests, talents, and passions, allowing them to reach their full potential.

Furthermore, holistic education promotes critical thinking and problem-solving skills. Students are encouraged to think outside the box, ask questions, and analyze information from different perspectives. This helps them develop a deeper understanding of the world and become lifelong learners.

Physical Health and Well-being

Another advantage of holistic education is its focus on physical health and well-being. Through activities such as sports, yoga, and mindfulness exercises, students learn to take care of their bodies and make healthy lifestyle choices.

Physical education is an integral part of holistic education as it helps students develop their motor skills, coordination, and overall physical fitness. It also promotes teamwork, cooperation, and fair play.

Social and Emotional Development

Holistic education also emphasizes social and emotional development. By creating a nurturing and supportive learning environment, students develop empathy, compassion, and strong interpersonal skills.

They learn how to communicate effectively, build positive relationships, and resolve conflicts peacefully. This not only helps them in their personal relationships but also prepares them for future success in the workplace.

Challenges and Criticisms

While holistic education offers a comprehensive approach to learning, it is not without its challenges and criticisms. Critics argue that holistic education can be overly subjective and lack structure, making it difficult for students to meet standardized academic requirements. Additionally, some question the feasibility of implementing holistic education on a large scale, as it may require significant changes to traditional educational systems.

One challenge of holistic education is the emphasis on individualized learning, which can be time-consuming and resource-intensive. Teachers may need to devote more time to each student, tailoring lesson plans and providing personalized support. This can be challenging in a classroom with limited resources and large student-to-teacher ratios.

Another criticism of holistic education is its perceived lack of focus on academic subjects and curriculum. Critics argue that holistic approaches may prioritize non-academic aspects of learning, such as emotional well-being and creative expression, over traditional subjects like math and science. This raises concerns about whether students will be adequately prepared for future academic and career pursuits.

Furthermore, some question the validity and reliability of holistic assessment methods. Traditional forms of assessment, such as standardized testing, may not align with the holistic philosophy, which emphasizes a more holistic approach to evaluating student performance. Critics argue that this can make it difficult to measure and compare student achievement, leading to potential inconsistencies and biases in grading.

Evaluating Success

In order to address these criticisms and ensure the success of holistic education, it is important to establish clear guidelines and standards for implementation. This includes developing robust assessment methods that are aligned with the goals and values of holistic education. Additionally, ongoing professional development for teachers can help them effectively implement holistic approaches in the classroom and address the individual needs of their students.

Despite the challenges and criticisms, holistic education offers a valuable alternative to traditional educational approaches. By addressing the diverse needs of students and fostering a more holistic understanding of education, it has the potential to create well-rounded individuals who are not only academically capable but also emotionally and socially competent.

Foundations of Holistic Education

In order to understand what holistic education is, it is important to explore its foundations. Holistic education recognizes that education should not solely focus on academic achievement, but rather take into account the whole person and their development. It aims to nurture intellectual, emotional, social, physical, and spiritual aspects of an individual.

Intellectual Development

One of the key foundations of holistic education is intellectual development. It encourages critical thinking, problem-solving, and creativity. Students are taught to think independently, question assumptions, and develop a lifelong thirst for knowledge. This foundation recognizes that education should go beyond memorization and regurgitation of facts, and instead promote deep understanding and application of knowledge.

Emotional and Social Development

Another important foundation of holistic education is the emphasis on emotional and social development. It recognizes the importance of fostering emotional intelligence, empathy, and self-awareness. Students are encouraged to develop healthy relationships, practice effective communication, and cultivate social responsibility. This foundation acknowledges that learners are individuals with unique emotions and social needs, and education should support their emotional well-being and social interactions.

In conclusion, the foundations of holistic education encompass intellectual, emotional, social, physical, and spiritual development. It emphasizes the importance of nurturing the whole person, rather than focusing solely on academic achievements. By recognizing and addressing the diverse needs of learners, holistic education aims to create well-rounded individuals who are equipped to thrive in all aspects of life.

Psychological Principles

Psychological principles are integral to understanding the holistic education approach. By considering the psychological aspects of learning and development, holistic education aims to create a comprehensive and well-rounded learning experience for students.

Self-Concept: Holistic education recognizes that self-concept plays a vital role in a student’s ability to learn and grow. Students are encouraged to develop a positive self-concept, which can enhance their motivation and engagement in the learning process.

Constructivism: The constructivist approach, which is central to holistic education, suggests that individuals actively construct their own understanding of the world. It emphasizes hands-on, experiential learning, allowing students to build their knowledge through exploration and discovery.

Emotional Intelligence: Holistic education acknowledges the importance of emotional intelligence in student development. By fostering emotional intelligence skills such as self-awareness, empathy, and emotional regulation, holistic education aims to support the overall well-being and success of students.

Diverse Learning Styles: Recognizing that students have different learning styles and preferences, holistic education strives to provide instruction tailored to individual needs. By incorporating a variety of teaching methods and approaches, educators can cater to the unique learning styles of their students, enhancing their learning outcomes.

In conclusion, psychological principles are foundational to holistic education. By considering self-concept, constructivism, emotional intelligence, and diverse learning styles, holistic education aims to create a comprehensive and effective learning environment that nurtures the holistic development of students.

Social and emotional development is an important aspect of holistic education. It involves the growth and understanding of oneself and others in social settings. Holistic education recognizes the interconnectedness of cognitive, physical, social, and emotional aspects of a person’s development.

Through social and emotional development, individuals learn to communicate effectively, understand and manage their emotions, develop empathy, and establish and maintain healthy relationships. This form of education promotes the development of social skills, emotional intelligence, and resilience.

Holistic education aims to create an inclusive learning environment where students feel safe, supported, and valued. It encourages collaboration, cooperation, and empathy among students. By incorporating social and emotional learning into the curriculum, educators provide opportunities for students to learn and grow holistically.

Strategies for promoting social and emotional development in education include:

• Implementing social-emotional learning programs
• Creating a positive and supportive classroom environment
• Teaching conflict resolution and problem-solving skills
• Fostering a sense of belonging and inclusivity
• Encouraging open communication and active listening
• Promoting self-reflection and self-awareness

By prioritizing social and emotional development in education, students are equipped with essential life skills that contribute to their overall well-being and success. This comprehensive approach to learning prepares individuals to navigate the complexities of interpersonal relationships, handle challenges, and make positive contributions to society.

Spiritual and Moral Development

Spiritual and moral development is a fundamental aspect of holistic education. It is about nurturing the inner self and guiding individuals to understand the meaning and purpose of life. As Mahatma Gandhi once said, “Education which does not mold character is absolutely worthless.”

The aim of holistic education is to cultivate values such as compassion, empathy, honesty, and integrity. This involves fostering a sense of right and wrong, as well as encouraging students to reflect on their actions and make ethical decisions.

What is Spiritual Development?

Spiritual development refers to the growth of an individual’s inner self and their connection to something beyond the material world. It encompasses aspects such as self-awareness, self-reflection, and the exploration of one’s values and beliefs.

In a holistic educational setting, spiritual development involves creating a safe and supportive environment where students can explore their own spirituality. This can be achieved through practices such as meditation, mindfulness, and engaging in philosophical discussions.

What is Moral Development?

Moral development, on the other hand, focuses on instilling a sense of ethics and morality in individuals. It is about teaching students to distinguish between right and wrong, and to make ethical choices based on their understanding of moral principles.

In holistic education, moral development is integrated into the curriculum, with an emphasis on fostering a sense of empathy and social responsibility. It involves encouraging students to think critically about the consequences of their actions and to consider the impact on others and the environment.

By combining spiritual and moral development, holistic education aims to create well-rounded individuals who not only excel academically but also possess a strong moral compass and a deep understanding of themselves and the world around them.

Physical Well-being

Physical well-being is an essential aspect of holistic education. It is important for students to have a healthy body in order to achieve their full potential in their academic and personal lives. A holistic education approach recognizes that physical health is closely linked to mental and emotional well-being.

Through physical education classes and extracurricular activities, students are encouraged to engage in regular exercise and develop healthy habits. These activities can range from team sports to individual exercises like yoga and meditation.

In addition to physical activity, proper nutrition is also emphasized in holistic education. Students are educated on the importance of maintaining a balanced diet and making healthy food choices. This includes learning about the benefits of fruits and vegetables, whole grains, and lean protein sources.

By prioritizing physical well-being, holistic education aims to cultivate healthy habits that will benefit students throughout their lives. It recognizes the interconnectedness of the mind and body and encourages students to take care of both.

Intellectual and Cognitive Development

In the context of holistic education, intellectual and cognitive development is a key aspect that focuses on the overall growth of an individual’s mind and thinking abilities. It encompasses various domains, including critical thinking, problem-solving, creativity, and analytical skills.

The Holistic Approach to Intellectual Development

What sets holistic education apart is its emphasis on nurturing a well-rounded individual with a strong foundation in intellectual development. Rather than focusing solely on academic achievements, holistic education seeks to cultivate a deep understanding and appreciation for a broad range of subjects.

This approach encourages students to think critically and independently, to ask questions, and to explore various perspectives. By integrating different subjects and connecting them to real-life applications, students are encouraged to develop a holistic view of the world.

What is Cognitive Development?

Cognitive development refers to the growth and maturation of a person’s mental processes, including memory, attention, language, reasoning, and problem-solving abilities. It is a continuous process that starts from infancy and continues throughout one’s life.

Holistic education recognizes the importance of cognitive development and provides opportunities for students to enhance their cognitive skills. This includes engaging in hands-on activities, participating in discussions, and solving complex problems. By incorporating various learning strategies and approaches, holistic education aims to optimize cognitive development in students.

In conclusion, intellectual and cognitive development play a vital role in holistic education. By adopting a comprehensive approach, students are challenged to think critically, develop problem-solving skills, and expand their cognitive abilities. This holistic approach leads to a well-rounded education that prepares individuals to thrive academically and in their personal lives.

Implementing Holistic Education

Implementing holistic education is a comprehensive and multidimensional process that encompasses various aspects of a student’s life. It is not just about academic knowledge but also focuses on the emotional, social, physical, and spiritual development of individuals.

One key aspect of implementing holistic education is creating a supportive and inclusive learning environment. This involves fostering a sense of belonging and acceptance among students, promoting collaboration and empathy, and valuing diversity. Teachers play a crucial role in creating such an environment by establishing positive relationships with students, encouraging open communication, and cultivating a culture of respect and understanding.

Another important component of holistic education is incorporating experiential learning opportunities. This allows students to apply their knowledge and skills in real-life situations, thus enhancing their understanding and retention of concepts. Experiential learning can take various forms, such as field trips, hands-on projects, and community service, and it helps students develop practical skills, critical thinking abilities, and a sense of connection to the world around them.

Furthermore, holistic education emphasizes the importance of addressing the individual needs and strengths of each student. This involves recognizing and valuing diverse learning styles and preferences, providing differentiated instruction, and offering personalized support. By tailoring education to the unique needs of students, holistic education ensures that every individual can reach their full potential and experience success in their own way.

In addition, a holistic approach to education promotes the integration of subjects and encourages interdisciplinary learning. Instead of compartmentalizing knowledge into separate subjects, holistic education seeks to establish connections and highlight the interdependence of various disciplines. This helps students develop a broader perspective, see the bigger picture, and understand the interconnectedness of different aspects of life.

Finally, implementing holistic education requires a shift in the assessment and evaluation practices. Traditional methods of evaluation, such as standardized tests and grades, may not accurately capture the holistic development and growth of students. Holistic education encourages the use of diverse assessment methods, such as portfolios, self-reflections, and performance-based assessments, which provide a more comprehensive and authentic representation of students’ progress.

In conclusion, implementing holistic education is a multifaceted process that involves creating a supportive learning environment, incorporating experiential learning opportunities, addressing individual needs, promoting interdisciplinary learning, and reevaluating assessment practices. By embracing this holistic approach, educators can foster the overall development and well-being of students, preparing them for a meaningful and successful life.

Curriculum Design and Approaches

Curriculum design is a crucial aspect of holistic education because it shapes the overall learning experience. A holistic curriculum takes into account the various dimensions of a student’s development, including their cognitive, emotional, social, and physical well-being. It goes beyond traditional subject-based learning and incorporates interdisciplinary approaches.

One approach to curriculum design in holistic education is a student-centered approach. This approach emphasizes the individual needs and interests of students, allowing them to take an active role in their learning. It encourages hands-on activities, collaborative projects, and self-reflection to enhance critical thinking and problem-solving skills.

Another approach is an experiential learning approach, where students learn through direct experiences and reflection. This approach focuses on real-world applications of knowledge, allowing students to connect abstract concepts with practical situations. It promotes active engagement, curiosity, and a deep understanding of the subject matter.

Furthermore, a holistic curriculum often incorporates project-based learning, where students work on long-term projects to address real-world issues. This approach encourages interdisciplinary thinking, research skills, and teamwork. It also fosters creativity and innovation as students explore their interests and develop solutions to complex problems.

Overall, the design and approaches of a holistic curriculum prioritize the development of the whole student, nurturing their intellectual, emotional, social, and physical well-being. It is an inclusive and comprehensive approach to education, recognizing that learning is not limited to academic knowledge but also encompasses personal growth and the acquisition of essential life skills.

Assessment and Evaluation

In holistic education, assessment and evaluation play a crucial role in ensuring the effectiveness of the learning process. The traditional approach to assessment often focuses solely on academic performance and standardized tests, but holistic education takes a more comprehensive approach. It recognizes that education is not just about acquiring knowledge and skills, but also about the personal and social development of the students.

Multiple Dimensions of Assessment

Holistic education embraces the idea that assessment should encompass multiple dimensions of a student’s development. This includes not only academic achievement but also emotional intelligence, social skills, creativity, and critical thinking abilities. By considering these different aspects, educators can gain a more complete understanding of a student’s overall growth and progress.

Authentic and Meaningful Evaluation

In holistic education, evaluation goes beyond assigning grades or scores. It emphasizes the importance of authentic and meaningful assessment methods that reflect real-world contexts and challenges. Instead of relying solely on standardized tests, educators may use project-based assessments, portfolios, presentations, or collaborative projects to evaluate students’ knowledge and skills.

Overall, assessment and evaluation in holistic education aim to support the holistic growth and development of students. By focusing on multiple dimensions and using authentic assessment methods, educators can better nurture the individual needs and talents of each student, preparing them for success in all aspects of life.

Teaching Methods and Strategies

A holistic approach to education emphasizes the importance of using a variety of teaching methods and strategies to meet the diverse needs of students. Holistic education recognizes that every student is unique and learns in different ways, so it is essential to employ different approaches to engage and support each individual.

One teaching method commonly used in holistic education is collaborative learning. This approach encourages students to work together in groups or pairs, promoting teamwork, cooperation, and the sharing of ideas. It allows students to learn from each other and develop valuable social skills while also deepening their understanding of the subject matter.

Another important teaching strategy in holistic education is experiential learning. This approach involves students actively participating in hands-on activities or real-life scenarios to gain practical knowledge and skills. It goes beyond traditional classroom instruction and encourages students to apply their learning in meaningful ways, fostering a deeper understanding and connection to the subject matter.

Teachers in holistic education also utilize differentiated instruction, adjusting their teaching methods and content to meet the individual needs and learning styles of students. This approach recognizes that students have different strengths, abilities, and preferences, and seeks to provide tailored instruction to optimize their learning outcomes. By personalizing the learning experience, teachers can better engage and motivate students, leading to greater overall academic success.

Furthermore, holistic education promotes the use of technology as a teaching tool. Integrating technology into the classroom environment can enhance learning experiences, provide access to a wealth of resources, and prepare students for the digital age. Technology can be used to engage learners through interactive presentations, online discussions, virtual simulations, and multimedia materials, making learning more dynamic and appealing.

Overall, holistic education emphasizes the use of diverse teaching methods and strategies to cater to the individual needs of students. By incorporating collaborative learning, experiential learning, differentiated instruction, and technology, teachers can create a comprehensive and engaging learning environment that fosters academic growth and lifelong learning.

Role of Teachers and Educators

The role of teachers and educators in holistic education is crucial. They play a vital role in nurturing and developing a holistic approach to education. Teachers are not just providers of knowledge; they are facilitators, mentors, and guides. They create an inclusive environment that promotes holistic development.

In a holistic education system, teachers understand that education is not just about academic achievement, but also about the overall growth of an individual. They recognize the importance of emotional, social, physical, and spiritual health in a student’s life.

Teachers in a holistic education system focus on the uniqueness of each student. They take into account their strengths and weaknesses and provide personalized guidance and support. They encourage students to explore their interests and passions, helping them discover their full potential.

Moreover, teachers foster a sense of community and collaboration among students. They promote teamwork, empathy, and respect for diversity. They create opportunities for students to learn from each other and develop essential life skills such as communication, critical thinking, and problem-solving.

To fulfill their role effectively, educators need to be lifelong learners themselves. They should stay updated with the latest educational practices, theories, and research. They should continually reflect on their own teaching methods and adapt them to meet the evolving needs of their students.

In conclusion, teachers and educators have a fundamental role to play in holistic education. They shape students’ lives, not just academically, but also emotionally, socially, and spiritually. They empower students to become well-rounded individuals who can contribute positively to society.

Parent and Community Involvement

In a holistic education approach, involving parents and the community is essential for creating a supportive and enriching learning environment. When parents and the community are actively involved, students benefit from additional resources, perspectives, and support systems to enhance their overall learning experience.

Benefits of Parent Involvement

When parents are involved in their child’s education, it helps to create a strong connection between the home and school. This connection allows for better communication and coordination between parents and teachers, resulting in a more comprehensive understanding of the child’s needs and progress. Additionally, parent involvement can lead to:

• Improved academic performance and higher achievement levels
• Increased motivation and engagement in learning
• Enhanced self-esteem and self-confidence
• Reduced behavioral problems and disciplinary issues

Parents can contribute to their child’s education by attending parent-teacher meetings, volunteering in the classroom or school events, participating in school committees or councils, and staying informed about their child’s progress and curriculum.

Importance of Community Involvement

Community involvement extends the learning beyond the boundaries of the school and provides students with real-world connections. By collaborating with community organizations, businesses, and institutions, students can gain valuable experiences and insights. Community involvement can:

• Expose students to diverse perspectives and cultures
• Provide opportunities for hands-on learning and practical application of knowledge
• Foster a sense of civic responsibility and social awareness
• Expand students’ network and future career prospects

Community involvement can take various forms, such as inviting guest speakers, organizing field trips to local businesses or institutions, partnering with community organizations for service-learning projects, and promoting community events or initiatives within the school.

By actively involving parents and the community, holistic education creates a collaborative and nurturing learning environment that supports the overall development of students.

Impact of Holistic Education

Holistic education is a comprehensive approach to learning that aims to develop the whole person, including their intellectual, emotional, social, and physical well-being. It recognizes that traditional education often focuses too heavily on academic achievement and neglects other important aspects of human development.

What is Holistic Education?

Holistic education is an educational philosophy that takes into account the interconnectedness of all aspects of a person’s life. It promotes a balance between academic learning and the development of critical life skills, such as problem-solving, communication, empathy, and self-awareness. It encourages a deep understanding of oneself, others, and the world around us.

Academic Achievement

One of the main impacts of holistic education is its positive influence on academic achievement. By taking a well-rounded approach to learning, students are more engaged and motivated to succeed academically. They develop a deeper understanding of the subjects they study and are better able to apply their knowledge in real-life situations.

Emotional Well-being

Holistic education also has a significant impact on students’ emotional well-being. It fosters a supportive and inclusive learning environment, where students feel safe to express their thoughts and emotions. Through mindfulness practices and emotional intelligence development, students are better equipped to manage their emotions, handle stress, and build healthy relationships.

In conclusion, the impact of holistic education is far-reaching. It not only enhances academic achievement but also promotes emotional well-being, social skills, and physical health. By taking a comprehensive approach to education, students are better prepared to navigate the complexities of life and become well-rounded individuals.

Personal Growth and Self-awareness

Personal growth and self-awareness are essential components of holistic education. Holistic education is a comprehensive approach to learning that acknowledges the importance of nurturing the whole person–intellectually, emotionally, socially, and physically.

In order to achieve personal growth and self-awareness, individuals must engage in a process of self-reflection and introspection. This involves exploring one’s values, beliefs, strengths, and weaknesses, as well as developing a deep understanding of one’s emotions and motivations.

Self-awareness allows individuals to gain insight into their own thoughts, feelings, and behaviors. It enables them to recognize their strengths and weaknesses, and to take responsibility for their actions. With self-awareness, individuals are better equipped to make informed decisions, set and achieve goals, and navigate through life’s challenges.

Personal growth, on the other hand, refers to the ongoing process of developing oneself intellectually, emotionally, and spiritually. It involves expanding one’s knowledge and skills, cultivating healthy relationships, and discovering one’s passions and purpose in life.

Education plays a crucial role in fostering personal growth and self-awareness. Holistic education provides opportunities for students to engage in reflective practices, such as journaling, meditation, and mindfulness exercises. It also encourages collaboration and dialogue, allowing individuals to learn from one another and gain different perspectives.

By integrating personal growth and self-awareness into education, individuals are able to develop a greater sense of self-awareness, empathy, and compassion. They are better prepared to navigate through life’s challenges, make meaningful contributions to society, and lead fulfilling lives.

Overall, personal growth and self-awareness are integral to holistic education. They empower individuals to understand themselves more deeply, cultivate their potential, and lead purposeful lives.

Social and Environmental Responsibility

In a holistic approach to education, social and environmental responsibility are integral components. This approach recognizes that the well-being of individuals cannot be separated from the well-being of the community and the environment in which they live. It emphasizes the importance of fostering a sense of responsibility and empathy towards others and the natural world.

Social Responsibility

Holistic education aims to cultivate social responsibility in students by promoting values such as respect, compassion, and cooperation. Students are encouraged to develop an understanding of social issues and to actively contribute to their communities. This can be done through community service projects, involvement in social justice initiatives, and engaging in meaningful dialogue with others.

Environmental Responsibility

Environmental responsibility is another crucial aspect of holistic education. Students are taught about the importance of sustainability and the impact of human activities on the planet. They learn about ecological systems and are encouraged to develop a deep connection with the natural world. Holistic education fosters a sense of stewardship and encourages students to take action to protect the environment through practices such as recycling, conserving energy, and promoting sustainable living.

In summary, holistic education recognizes the interconnectedness of individuals, communities, and the environment. By promoting social and environmental responsibility, this comprehensive approach to learning seeks to empower students to become active participants in creating a just and sustainable society.

Creative Thinking and Problem-solving Skills

One of the fundamental aspects of holistic education is the emphasis on developing creative thinking and problem-solving skills. Holistic education recognizes that these skills are essential for success in a rapidly changing and complex world.

But what exactly is creative thinking? Creative thinking is the ability to generate new ideas, think outside the box, and approach challenges from different perspectives. It involves breaking free from traditional patterns of thinking and embracing innovation and originality.

Problem-solving skills go hand in hand with creative thinking. Holistic education understands that problem-solving is not just about finding a solution but also about analyzing the problem, thinking critically, and evaluating different options. It encourages students to be proactive, resourceful, and independent thinkers.

The Benefits of Creative Thinking and Problem-solving Skills

Developing creative thinking and problem-solving skills has numerous benefits. These skills enable individuals to adapt to change, navigate uncertain situations, and overcome obstacles. They foster resilience, flexibility, and a sense of empowerment, which are crucial qualities for success in the 21st century.

Furthermore, creative thinking and problem-solving skills enhance cognitive abilities, such as critical thinking, reasoning, and decision-making. They also foster innovation, as individuals are more likely to come up with novel and unique solutions to complex problems.

Moreover, these skills are not limited to academic and professional settings. They are also valuable in personal and social contexts, fostering effective communication, collaboration, and empathy. They enable individuals to see different perspectives, appreciate diversity, and contribute positively to their communities.

Teaching and Nurturing Creative Thinking and Problem-solving Skills

Holistic education provides a supportive environment for teaching and nurturing creative thinking and problem-solving skills. It emphasizes inquiry-based learning, project-based learning, and hands-on experiences. Students are encouraged to explore, experiment, and take risks.

Teachers play a crucial role in facilitating creative thinking and problem-solving. They can promote these skills by creating an atmosphere that values curiosity, critical thinking, and divergent thoughts. They can also provide opportunities for collaboration, reflection, and self-expression.

Furthermore, holistic education recognizes the importance of interdisciplinary learning. It encourages the integration of various subjects, as well as the integration of art, music, and other creative outlets. This approach stimulates imagination, fosters holistic development, and nurtures both creative thinking and problem-solving skills.

In conclusion, creative thinking and problem-solving skills are an integral part of holistic education. They are essential for thriving in an ever-evolving world and offer numerous benefits in all aspects of life. By prioritizing the development of these skills, holistic education cultivates well-rounded individuals who can think critically, solve problems, and contribute positively to society.

Critical and Analytical Thinking

When it comes to holistic education, critical and analytical thinking play a vital role in shaping a student’s overall development. Critical thinking involves the ability to question information, evaluate evidence, and make informed decisions. Analytical thinking, on the other hand, focuses on breaking down complex problems into smaller components and analyzing them systematically.

The Importance of Critical Thinking in Holistic Education

In a holistic educational approach, critical thinking is emphasized as it encourages students to explore different perspectives and think beyond the surface level. It helps students develop their problem-solving skills and encourages them to question and challenge the status quo. Critical thinking also enhances their ability to communicate effectively and express their thoughts and ideas clearly.

By developing these critical thinking skills, students become better equipped to face real-life challenges and make informed decisions based on evidence. Holistic education aims to nurture independent thinkers who are equipped to adapt to an ever-changing world, where the ability to think critically is crucial.

The Role of Analytical Thinking in Holistic Education

While critical thinking focuses on questioning and evaluating information, analytical thinking helps students break down complex problems into manageable parts. It encourages students to approach problems systematically and identify patterns and relationships among different elements.

By developing analytical thinking skills, students become better problem solvers and are able to tackle complex issues efficiently. Analytical thinking also enhances students’ ability to identify biases and assumptions, promoting a more objective and logical approach to problem-solving.

In a holistic educational framework, analytical thinking is essential for students to gain a comprehensive understanding of various subjects and topics. It helps them deepen their knowledge and make connections between different concepts, fostering a more holistic and interconnected view of the world.

Overall, critical and analytical thinking are integral components of holistic education. By embracing these skills, students can develop a deeper understanding of the world, become better problem solvers, and make more informed decisions in their personal and professional lives.

Emotional Intelligence and Resilience

Emotional intelligence is a key aspect of a holistic approach to education. It is the ability to understand, manage, and express one’s own emotions, as well as to recognize and empathize with the emotions of others. In a holistic education system, emotional intelligence is valued and prioritized, as it is seen as crucial for the development of well-rounded individuals.

Resilience is another important component of a holistic education. It refers to the ability to bounce back from adversity, overcome challenges, and adapt to change. Resilient individuals are better equipped to handle the pressures and uncertainties of life, and are more likely to succeed in the face of obstacles.

In a holistic education system, the development of emotional intelligence and resilience is promoted through various approaches. One such approach is the inclusion of social and emotional learning (SEL) programs. These programs aim to teach students important skills such as self-awareness, self-regulation, and empathy. By providing students with tools to understand and manage their emotions, holistic education empowers them to navigate the complexities of the world.

Additionally, holistic education recognizes the importance of creating a supportive and nurturing environment for students. This includes fostering positive relationships, promoting a sense of belonging, and providing opportunities for students to develop social skills. By cultivating a sense of community and encouraging open communication, holistic education helps students build resilience and emotional well-being.

• Developing emotional intelligence and resilience helps students to:
• Effective communication skills
• Create and maintain positive relationships
• Manage stress and emotions
• Adapt to change and navigate challenges effectively

In conclusion, emotional intelligence and resilience are essential aspects of a holistic education. By prioritizing the development of these skills, holistic education prepares students to thrive academically, emotionally, and socially. It equips them with the tools they need to navigate the complexities of life and contribute positively to society.

Future of Holistic Education

Education is constantly evolving to meet the changing needs of society. As we move into the future, holistic education is expected to play a vital role in shaping the way we educate our children. But what exactly is holistic education and what does its future hold?

Holistic education focuses on the development of the whole individual, including their physical, emotional, social, and intellectual well-being. It aims to provide students with a well-rounded education that prepares them for life beyond the classroom.

What is the future of holistic education?

The future of holistic education is promising as more educators and parents recognize the importance of educating the whole child. Here are some key trends and possibilities that may shape the future of holistic education:

• Wellness programs: Holistic education will continue to incorporate wellness programs that focus on promoting physical and mental well-being. This includes activities such as yoga, meditation, and mindfulness exercises.
• Community engagement: Holistic education will place a greater emphasis on community engagement and service learning. This encourages students to develop a sense of social responsibility and empathy towards others.
• Individualized learning: The future of holistic education will embrace individualized learning approaches, tailoring education to each student’s unique strengths, interests, and needs. This will help students reach their full potential and foster a love for learning.
• Integration of technology: Technology will continue to play a significant role in holistic education. It will be used to enhance learning experiences, promote creativity, and provide personalized feedback to students.

The future of holistic education looks promising, as it aligns with the growing recognition of the importance of addressing the whole child’s needs. By incorporating wellness programs, community engagement, individualized learning, and technology, holistic education can equip students with the skills and knowledge they need to thrive in an ever-changing world.

Continued Growth and Adaptation

In the field of holistic education, continuous growth and adaptation are key principles that underpin the approach to learning. Holistic education recognizes that education is not a static process, but rather an ongoing journey of growth and development. It emphasizes the importance of fostering lifelong learning and creating an environment that supports the individual’s holistic development.

One of the main focuses of holistic education is to nurture the whole person – mind, body, and spirit. This means that education goes beyond imparting academic knowledge and includes the development of emotional intelligence, creativity, critical thinking skills, and more.

As the world and society continue to evolve, so does the field of education. Holistic education recognizes the need to adapt and incorporate new knowledge and skills relevant to the changing times. It encourages educators to stay updated with the latest research and trends in education and to be open to new ideas and methodologies.

What sets holistic education apart is its comprehensive and integrative approach. It looks at the individual as a whole and addresses their intellectual, emotional, physical, and spiritual needs. This holistic approach allows students to develop a deeper understanding of themselves and the world around them.

By continuing to grow and adapt, the field of holistic education ensures that it remains relevant and effective in preparing individuals to navigate the complexities of the modern world. It provides a framework for lifelong learning and fosters the development of well-rounded individuals who are better equipped to contribute positively to society and make a meaningful impact.

Final Thoughts

A holistic approach to education focuses not only on academics but also on the physical, emotional, and social well-being of students. It recognizes that true learning occurs when students feel safe, supported, and connected to their peers and teachers. By addressing the various dimensions of a student’s life, holistic education creates an environment that promotes well-rounded growth and empowers students to reach their full potential.

The Benefits of Holistic Education

One of the key benefits of holistic education is its ability to foster critical thinking and problem-solving skills. By incorporating real-life scenarios and interdisciplinary learning experiences, students are encouraged to think creatively and find innovative solutions to complex problems.

Moreover, holistic education promotes self-awareness and self-reflection. Through practices such as mindfulness and self-expression, students develop a deeper understanding of their own strengths, weaknesses, and passions. This self-awareness not only helps them make better choices but also cultivates a sense of purpose and meaning in their lives.

The Future of Holistic Education

As the world becomes more interconnected and complex, the need for holistic education becomes even more pressing. Traditional education models often prioritize standardized tests and rote memorization, leaving students ill-prepared for the challenges and uncertainties of the 21st century.

With its focus on critical thinking, creative problem-solving, and emotional intelligence, holistic education equips students with the skills they need to thrive in the modern world. By fostering a love for learning, promoting holistic well-being, and preparing students to be active global citizens, holistic education is shaping the future of education.

In conclusion, holistic education offers a comprehensive approach to learning that goes beyond academics. By nurturing the mind, body, and spirit of students, holistic education prepares them for a successful and fulfilling life. With its numerous benefits and its relevance in the modern world, holistic education is undoubtedly the way forward.

Question-Answer,

What is holistic education.

Holistic education is an approach to learning that focuses on the development of the whole person – mind, body, and spirit. It seeks to provide students with a well-rounded education that incorporates academics, creativity, physical movement, and personal growth.

How does holistic education differ from traditional education?

Holistic education differs from traditional education in that it takes a more comprehensive approach to learning. While traditional education often focuses solely on academic achievement, holistic education recognizes the importance of nurturing all aspects of a person’s being, including emotional, social, and physical well-being.

What are the benefits of holistic education?

There are several benefits to holistic education. It promotes a deeper understanding and connection to the subject matter, as students are able to make meaningful connections to their own lives and experiences. It also helps students develop critical thinking, creativity, and problem-solving skills, as they are encouraged to think outside the box and explore various perspectives.

What does a holistic classroom look like?

A holistic classroom looks and feels different from a traditional classroom. It is a space that is inviting, comfortable, and flexible, allowing students to move and collaborate freely. There is an emphasis on experiential and hands-on learning, with opportunities for students to engage in creative projects and real-world experiences.

How can parents support holistic education at home?

Parents can support holistic education at home by encouraging their children to engage in a variety of activities that foster their overall development. This can include reading together, engaging in open-ended play, practicing mindfulness or meditation, and encouraging physical activity. They can also create a nurturing and supportive environment that values their child’s individual strengths and interests.

Holistic education is a comprehensive approach to learning that focuses on the development of the whole person – mind, body, and spirit. It aims to nurture the intellectual, emotional, social, and physical aspects of a student.

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Fostering critical thinking skills: a strategy for enhancing evidence based wellness care

Jennifer r jamison.

1 School of Chiropractic, Murdoch University, South Street, Perth, Western Australia, 6849, Australia

This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0 ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Chiropractic has traditionally regarded itself a wellness profession. As wellness care is postulated to play a central role in the future growth of chiropractic, the development of a wellness ethos acceptable within conventional health care is desirable.

This paper describes a unit which prepares chiropractic students for the role of "wellness coaches". Emphasis is placed on providing students with exercises in critical thinking in an effort to prepare them for the challenge of interfacing with an increasingly evidence based health care system.

This case study describes how health may be promoted and disease prevented through development of personalized wellness programs. As critical thinking is essential to the provision of evidence based wellness care, diverse learning opportunities for developing and refining critical thinking skills have been created. Three of the learning opportunities are an intrinsic component of the subject and, taken together, contributed over 50% of the final grade of the unit. They include a literature review, developing a client wellness contract and peer evaluation. In addition to these 3 compulsory exercises, students were also given an opportunity to develop their critical appraisal skills by undertaking voluntary self- and unit evaluation. Several opportunities for informal self-appraisal were offered in a structured self-study guide, while unit appraisal was undertaken by means of a questionnaire and group discussion at which the Head of School was present.

Formal assessment showed all students capable of preparing a wellness program consistent with current thinking in contemporary health care. The small group of students who appraised the unit seemed to value the diversity of learning experiences provided. Opportunities for voluntary unit and self-appraisal were used to varying degrees.

Unit evaluation provided useful feedback that led to substantial changes in unit structure.

Students have demonstrated themselves capable of applying critical thinking in construction of evidence based wellness programs. With respect to unit design, selective use of learning opportunities highlighted the desirability of using obligatory learning opportunities to ensure exposure to core constructs while student feedback was found to provide useful information for enriching unit review.

It is hoped inclusion of critical thinking learning opportunities in the undergraduate chiropractic curriculum will contribute to the development of an evidence based ethos in chiropractic care.

Health care has long been regarded as an art and a science. In contemporary conventional health care the 'science' dimension has increasingly come to dominate the 'art' of health care. At the undergraduate level this has been expressed as enhanced emphasis in the training of future physicians on searching and critically evaluating the available literature utilizing electronic and other databases [ 1 ]. At the level of the health care system allopathic disciplines are encouraging critical and empirical evaluation of alternative medical techniques [ 2 , 3 ]. Evidence based medicine {EBM} has become the new health care mantra and is largely pursued through critical evaluation of individual research studies, systematic reviews of studies in a particular area or practice, evidence-based practice guidelines outlining standards for the profession, and evidence-based systems of care focusing on implementation [ 4 ]. In each of these pursuits critical thinking emerges as a requisite skill.

Despite chiropractic's philosophy of vitalism contrasting sharply with the "mechanistic" foundations of orthodox medicine, there are some in the chiropractic profession who welcome this development. Not only may the development of evidence-based guidelines in chiropractic practice insulate against malpractice lawsuits, they may also improve relations between chiropractic and the health care system and better enable the chiropractic profession achieve is foremost goal of serving as a portal of entry into the health care system with chiropractors functioning as primary contact practitioners.

In addition to chiropractic functioning at the community-health care system interface [ 5 ], the chiropractic profession considers itself a provider of wellness care and this is subsumed under the mantel of maintenance care [ 6 ]. "Maintenance" or "wellness" care involves regular, ongoing visits that is not correlated directly to symptomatology. However George B. McClelland, DC, Chairman ACA Board of Governors has stated "Philosophically the idea of regular spinal manipulative therapy opposes the concept of wellness" [ 7 ]. Furthermore it has been suggested that: "...the proposition of chiropractic as a "wellness profession" is not defensible." [ 8 ]. Conventional health care would concur given that there are those in the chiropractic profession whose practice of wellness care is limited to correcting subluxations. While the notion that mechanical and functional disorders of the spine, expressed as subluxations, can degrade health and correction of spinal disorders by adjustments may restore health is fundamental to chiropractic thinking, there is no scientifically acceptable data to support this belief. Furthermore, wellness care calls for a holistic approach and the desirability for the chiropractic profession to explore a more comprehensive approach to wellness care is apparent given the Institute of Alternative Futures report Future of Chiropractic Revisited: 2005 to 2010 , which suggested possible growth scenarios for chiropractic were as "wellness coaches" or as "healthy life doctors" with a wellness mindset.

If chiropractic is to evolve as a wellness profession in an increasingly evidence based health care system, it would seem necessary that it critically appraise its current wellness practices and adopt a schema in which its practitioners serve as motivators and educators. One initiative which may contribute to this end is to include in undergraduate education units which encourage critical thinking in the context of health promotion and disease prevention. Murdoch university provides their third year chiropractic students with just such a learning opportunity.

Critical thinking skills are thoughtfully being incorporated into the curriculum of nursing [ 9 , 10 ] and medical programs [ 11 ], at both under- and post graduate levels [ 12 - 14 ].

Critical thinking is regarded as purposeful, self-regulatory judgment. In addition to evaluating whether arguments are strong, weak or relevant, critical thinking involves inferring degrees of truth from given data; recognizing unstated assumptions underlying assertions; deducing whether conclusions necessarily follow from given statements and interpreting and weighing evidence to decide if generalizations are warranted [ 15 ]. It is commonly accepted that critical thinking can be taught. Diverse learning opportunities have been shown to facilitate the development and acquisition of this skill ranging from concept mapping [ 10 ], through critical questioning workshops [ 11 ] and systematic literature reviews [ 13 ] to problem based learning [ 14 ]. Problem based learning programs create scenarios in which prior knowledge is activated in a meaningful context thereby encouraging elaboration and organization of knowledge [ 16 ]. Students in problem based curricula demonstrate an enhanced ability to apply science based concepts to their explanations [ 17 ]. While problem based learning appears to be particularly useful for refining reasoning skills, integration of critical thinking in all areas of learning has been found a useful strategy for fostering this ability [ 18 ].

This paper describes how a preclinical unit has been structured to include diverse learning opportunities for applying critical thinking skills in the context of wellness. It illustrates how students can be given opportunities to practice critical thinking as a prelude to practicing evidence based health care.

Case Presentation

Unit design.

Health Promotion and Nutritional Management is a subject taught in the third year of a 5 year chiropractic program at Murdoch University. The broad aims of this unit are to:

1. Provide the student with a strategy for implementing personal wellness programs in clinical practice.

2. Enable the student to critically explore the contribution of lifestyle interventions, including the use of nutrients in therapeutic doses, in health promotion, disease prevention and management.

3. Alert the student to the early signs and symptoms suggestive of some lifestyle modifiable diseases prevalent in primary practice.

The learning objectives are to:

• Enhance wellness through recruitment of wellness triggers; identification and reduction of lifestyle risk factors; promotion of fitness; and provide early diagnosis and management, using lifestyle interventions and nutritional therapy, of selected diseases prevalent in primary practice.

• Empower patients to take increased personal responsible for their health care through formulation of wellness contracts by performing a personal health status appraisal; screening patients to ascertain their risk of prevalent diseases; negotiating health goals through examination of patient's perceived and professionally assessed health needs; determining potential barriers, including cultural, socio-economic factors, to implementation of health promotion and disease prevention strategies; negotiating a health promotion and disease prevention plan; implementing a personalized health management program; monitoring patient progress and modify the health contract, as required.

• Analyze the patient's preferred interaction style and adapt ones mode of clinical care as required.

• Critically appraise relevant literature and apply evidence-based problem solving to promote wellness.

• Implement a self-care wellness program.

The unit provides a classroom learning experience which runs for 6 weeks, and a structured self-learning guide, complemented by WebCT, a computer based learning platform, which runs for 13 weeks of the semester. The unit has been designed to enhance active and encourage independent learning and provides 5 distinct opportunities for developing and refining critical thinking skills. The 5 critical thinking opportunities provided ranged from client health assessment, peer evaluation and literature review, which together contribute almost 60% of the final grade, to voluntary self-assessment and finally unit evaluation.

1 – Self-Assessment

The self-assessment learning experiences are embedded in the structured self-study learning guide. The learning guide has been structured to provide students with a opportunity to undertake continuous formative self-assessment. Figure ​ Figure1 1 shows the template used in the structured self-directed learning guide and depicts the guideposts to the self-assessment critical appraisal opportunities provided by the challenge and review questions and self-care tasks. The factual content of the unit is covered in 25 discrete topics each of which contains a unique learning template. For each topic the student is provided with self-assessment opportunities to:

Acquiring good habits.

• Critically review their learning by completing challenge and review questions based on the content of that topic. The student has the opportunity to monitor their grasp and recall of factual information.

• Apply the information provided in that topic to their lifestyle and formulate a personal wellness program. The student is given the opportunity to preview construction of a wellness program in a non-threatening environment and simultaneously embrace a self-care system based on a lifetime of health choices.

2 – A Client Wellness Program

Students who chose to prepare a personal wellness program are particularly well prepared when required to formulate the formal client wellness program. Formulating a wellness program for a client passes through a number of critical thinking steps. Students are required to undertake critical appraisal of a client's lifestyle with respect to their good and bad habits and, given their family history, ascertain the client's health risk. They are then required to identify health needs and, in negotiation with the client, develop a list of wellness goals. The next steps are to make the client aware of diverse strategies for achieving these goals, help them select and then implement those strategies appropriate to their lifestyle. The student is then required to monitor the client's wellness program and adapt the program as needed to meet ongoing client successes, failures and changing needs. See Figure ​ Figure2 2 .

Preparation of client wellness program.

3 – Peer Evaluation

The peer evaluation task is closely linked to the wellness program. Students are asked to appraise the wellness contract prepared by another student. They are encouraged to analyze all aspects of the program with a view to making useful suggestions on how the program may be improved. See figure ​ figure3. 3 . Marks are scored for constructive criticisms that provide feedback which enhances the learning of the program originator and potentially improves the wellness outlook of the client.

Guidelines for peer assessment.

4 – Literature Appraisal

The ability to assess the scientific validity of information is increasingly recognized as an essential competence in a profession which is increasingly embracing the notion of evidence based practice. It is therefore imperative that students are given opportunities to critically evaluate the literature. For this exercise students are required to rank evidence according to the system developed by the Canadian Task Force and the US Preventive Services Task Force [ 19 , 20 ]. The guidelines for the nutritional literature review included as part of the students' formal in this unit can be found in Figure ​ Figure4 4 [ 21 ].

Critiquing the research literature.

Along with the client wellness program and its critique, the students' literature review contributes over half of the total grade for the unit.

5 – Unit Appraisal

In contrast to peer-, client- and literature assessment, students are given an optional opportunity to critically appraise the unit. Unit appraisal takes two forms. An informal questionnaire survey of student opinion initiated by the lecturer, see Figure ​ Figure5, 5 , and a formal group discussion. All students are invited to participate in the group discussion which forms part of the formal School's assessment of the unit. The Head of School is present for and leads these discussions.

The questionnaire.

Summative student assessment found students could competently prepare a client wellness program. Analysis of client wellness programs submitted for formal assessment confirmed that students had mastered the skills required to achieve this objective. All students demonstrated the ability to appraise their client's lifestyle, prepare and monitor a wellness program Most students were demonstrably competent to ascertain their client's individual disease risk or health hazard as based on a family history and lifestyle. All but 2 students commented on the preferred behaviour style of their client and took this into consideration when formulating their wellness program. A few students took their own preferred behaviour style into consideration and analysed how this may be modified to best suit the client.

In contrast to their success at developing a wellness program, formal assessment of the peer appraisal assignment suggested they found critiquing a wellness program more demanding than constructing one. While all students provided satisfactory comment on the structure and content of an others wellness program, some students faltered when required to provide useful information for refining the initial program.

Formal assessment of the students' critical appraisal of the literature found all students capable of searching the literature and extracting relevant papers. Furthermore, most students were able to compare and discuss conflicting research reports and many showed themselves capable of commenting on potential biases resulting from flaws in research design. However, few categorized the level of evidence provided according to the schema proposed by the Canadian and US Preventive Taskforces.

In contrast to the above compulsory critical thinking opportunities, few students availed themselves of the opportunities offered for unit assessment. The unit survey provided insight into the students' appraisal of the unit as a whole as well as specifically provided feedback on their evaluation of various critical thinking opportunities. Of a class of some 60 students, a total of 22 completed the survey. Consistent with the ethos of independent learning, attendance is optional except when students are required to present their critique of the nutrition literature. The unit survey was completed by 17 students who voluntarily attended lectures and by a further 5 students who were required to do their class presentation on the day of the survey.

Half the students participating selected lectures as their most preferred learning style, a finding verified when ranked preferences were analyzed on a Likert type scale. Figure ​ Figure6 6 describes the overall unit rating. Eighteen students regarded the unit as highly relevant to their future practice as a chiropractor, 3 were uncertain and 1 felt it was irrelevant. The students' self-assessment of their critical reading/learning opportunity is reported in Figure ​ Figure7 7 which provides an overview of the perceived usefulness of the study guide, the essential reading and study questions. Linking study questions with the unit's content provided an opportunity for active learning and critical interpretation of new information. It also provided an opportunity for self-assessment. Two students indicated they had not attempted any of the study questions.

Overall unit rating.

Appraisal of the Structured Self-study guide.

A Likert type scale was used to ascertain which of the learning experiences students perceived as most valuable. Students who indicated they hadn't performed or who had attended less than half of the sessions offered for a particular activity were deemed unqualified to comment and excluded from analysis of that activity. A score of 5 per student was allocated to each activity rated as an excellent learning experience, 4 was allocated for an activity rated as good, 3 for a fair learning experience and 2 per student for activities rated as a waste of time. The score derived was then divided by the number of respondents to that item and the final score was used to rank learning experiences. On this arbitrary scale the most valued learning experiences, WebCT challenge and study questions, each achieved a total of 3.8; the least appreciated, student presentation, a value of 2.57. Figure ​ Figure8 8 shows how students appraised the popular WebCT challenge compared to the self-care and student presentation learning experiences. The WebCT challenge provided students with a formative self-assessment opportunity to evaluate the acquisition of factual knowledge which would be later tested in formal summative examination of the unit. Despite this imperative, 7 students had not used the WebCT challenge, similarly 7 had not implemented any self-care tasks.

Appraisal of Diverse Learning Opportunities.

This trend extended to student presentation. Five {5} respondents indicated they had attended less than half the possible student presentations. Student presentations emerged, both in the questionnaire and in small group evaluation of the unit, to be regarded as 'a waste of time'. Clarification identified that although students found the literature search and data analysis to be useful, the classroom format was regarded as 'boring' and too time consuming. This perspective was confirmed by the group of 6 students who attended the formal unit assessment conducted by the Head of School. Despite the negative classroom learning experience, the students attending the formal unit evaluation indicated they regarded the ability to critically analyze the literature an important component of their training. Furthermore, as shown in Figure ​ Figure9, 9 , two out of 3 respondents felt they had the analytical skills to assess the scientific validity of information if they were provided with details of the research methods used, a perception was verified on formal assessment.

Perceived ability after 5 weeks: Students perception of learning.

Based on the learning they had experienced during the first 5 weeks of the semester, students were asked whether they believed themselves capable of preparing a client wellness contract. Figure ​ Figure9 9 shows the majority of students judged themselves capable of evaluating a client's good habits, determining and changing a client's bad habits and assessing and performing a non-invasive health hazard appraisal. Formal assessment confirmed their optimism. In contrast the confidence of respondents with regard to their ability to undertake peer evaluation, see Figure ​ Figure10, 10 , was not confirmed on formal assessment.

Perceived ability after 5 weeks: Confidence to undertake critical appraisal.

While it is unclear whether the correction of subluxations makes a unique contribution to wellness, it is apparent that care beyond an adjustment is required if chiropractors are to take the role of 'wellness coaches' or "healthy life doctors" in conventional health care. Wellness is a growth industry and the scientific basis of many wellness practices is uncertain. Critical thinking is fundamental to and regarded an important educational objective in the preparation of health professionals as evidence based carers [ 22 ]. Problem based learning scenarios have been found to be conducive to developing critical thinking skills in the classroom [ 14 - 18 ] and on the internet [ 23 ]. This paper described how by combining classroom interaction with paper based and internet self-study opportunities various learning opportunities have been created to enhance critical thinking in a wellness context.

Upon completion of the unit, formal assessment found students capable of formulating and administering a client wellness program, undertaking peer review and critically appraising the literature. These findings were largely consistent with the perceptions of the small group of students who chose to evaluate the unit. While any extrapolation of the results of the unit evaluation to the whole class is precluded due to the small size of the participating group, the results of this exercise did provide useful information for future planning. Marked discrepancies emerged with respect to the preferred learning opportunities of different students in the respondent group. Given that the majority of students completing the unit assessment were voluntarily attending a classroom learning experience, it was perhaps not surprising that overall they indicated a clear preference for lecture based learning. It seems not unreasonable to surmise that at least some of their colleagues, who chose to omit classroom learning, preferred a more independent scenario. When structuring a unit it may therefore be prudent to consider providing diverse learning scenarios for acquiring similar knowledge, skills and attitudes to cater for the learning needs of different individuals. Another red flag which emerged from this study is the necessity to incorporate compulsory learning opportunities. Although WebCT and self-study questions were the learning opportunities most favored by the majority of respondents, there were those who had not utilized these learning measures. While students with different learning styles may be expected to avail themselves of different learning opportunities, it should be noted that students were aware that these self-assessment learning experiences covered content in a format similar to the proposed end of semester examination. As some students, despite this incentive chose to omit these learning experiences the need for compulsory completion of selected learning task seems advantageous. In unit planning, it would certainly seem desirable to ensure that knowledge and skills considered fundamental to chiropractic practice are included in diverse obligatory tasks.

Consistent with the ethos of student centred learning, student unit evaluation provides useful feedback for future planning. In this instance, unit modifications in response to criticisms leveled at the format of the student presentations promises to enrich the unit for future students. While retaining the central theme of demonstrating proficiency in critically appraising the literature, the delivery mode will be modified from student presentation to student debate. For example, instead of being asked to discuss the scientific basis for the use of Echinacea, the challenge will be for 2 teams to use scientifically justifiable arguments for and against the statement "Echinacea can be used to prevent the common cold".

This paper described diverse learning experiences designed to enhance critical thinking skills in the context of wellness. By using various modalities in diverse problem solving formats the classroom, internet and a study guide have been combined to create independent, structured self-learning situations. Results of summative student assessment showed students capable of developing a personalized client wellness program consistent with current thinking in conventional health care. By providing a diversity of critical thinking learning opportunities, the more fundamental of which are compulsory, it is hoped that this unit will contribute to the graduation of chiropractors better prepared to interface as 'wellness coaches' or 'healthy life doctors' within an evidence based health care system.

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On the complementarity of holistic and analytic approaches to performance assessment scoring

Affiliations.

• 1 Johannes-Gutenberg University Mainz (JGU), Germany.
• 2 Stanford University, California, USA.
• PMID: 31004361
• DOI: 10.1111/bjep.12286

Background: A holistic approach to performance assessment recognizes the theoretical complexity of multifaceted critical thinking (CT), a key objective of higher education. However, issues related to reliability, interpretation, and use arise with this approach.

Aims and method: Therefore, we take an analytic approach to scoring students' written responses on a performance assessment. We focus on the complementarity of holistic and analytic approaches and on whether theoretically developed analytical scoring rubrics can produce sub-scores that may measure the 'whole' performance in a holistic assessment.

Sample: We use data from the Wind Turbines performance assessment, developed in the iPAL project this study where 55 students at a German university participated.

Results: The (sub)scores generated from the scoring scheme empirically reproduced the theoretically assumed structure of CT, with valid and reliable scores in a three-dimensional model. The proposed interpretation of CT as assessed with a performance assessment and measured by the rating scheme was supported preliminarily.

Conclusion: Our results support the complementarity of holistic and analytic approaches to assessing CT. When combined, they provide interpretable scores for a complex, multifaceted construct useful in diagnostic contexts.

Keywords: analytic approach; critical thinking; evidence-centred design; higher education; holistic approach; performance assessment; scoring; validation.

© 2019 The British Psychological Society.

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A Crash Course in Critical Thinking

What you need to know—and read—about one of the essential skills needed today..

Posted April 8, 2024 | Reviewed by Michelle Quirk

• In research for "A More Beautiful Question," I did a deep dive into the current crisis in critical thinking.
• Many people may think of themselves as critical thinkers, but they actually are not.
• Here is a series of questions you can ask yourself to try to ensure that you are thinking critically.

Conspiracy theories. Inability to distinguish facts from falsehoods. Widespread confusion about who and what to believe.

These are some of the hallmarks of the current crisis in critical thinking—which just might be the issue of our times. Because if people aren’t willing or able to think critically as they choose potential leaders, they’re apt to choose bad ones. And if they can’t judge whether the information they’re receiving is sound, they may follow faulty advice while ignoring recommendations that are science-based and solid (and perhaps life-saving).

Moreover, as a society, if we can’t think critically about the many serious challenges we face, it becomes more difficult to agree on what those challenges are—much less solve them.

On a personal level, critical thinking can enable you to make better everyday decisions. It can help you make sense of an increasingly complex and confusing world.

In the new expanded edition of my book A More Beautiful Question ( AMBQ ), I took a deep dive into critical thinking. Here are a few key things I learned.

First off, before you can get better at critical thinking, you should understand what it is. It’s not just about being a skeptic. When thinking critically, we are thoughtfully reasoning, evaluating, and making decisions based on evidence and logic. And—perhaps most important—while doing this, a critical thinker always strives to be open-minded and fair-minded . That’s not easy: It demands that you constantly question your assumptions and biases and that you always remain open to considering opposing views.

In today’s polarized environment, many people think of themselves as critical thinkers simply because they ask skeptical questions—often directed at, say, certain government policies or ideas espoused by those on the “other side” of the political divide. The problem is, they may not be asking these questions with an open mind or a willingness to fairly consider opposing views.

When people do this, they’re engaging in “weak-sense critical thinking”—a term popularized by the late Richard Paul, a co-founder of The Foundation for Critical Thinking . “Weak-sense critical thinking” means applying the tools and practices of critical thinking—questioning, investigating, evaluating—but with the sole purpose of confirming one’s own bias or serving an agenda.

In AMBQ , I lay out a series of questions you can ask yourself to try to ensure that you’re thinking critically. Here are some of the questions to consider:

• Why do I believe what I believe?
• Are my views based on evidence?
• Have I fairly and thoughtfully considered differing viewpoints?
• Am I truly open to changing my mind?

Of course, becoming a better critical thinker is not as simple as just asking yourself a few questions. Critical thinking is a habit of mind that must be developed and strengthened over time. In effect, you must train yourself to think in a manner that is more effortful, aware, grounded, and balanced.

For those interested in giving themselves a crash course in critical thinking—something I did myself, as I was working on my book—I thought it might be helpful to share a list of some of the books that have shaped my own thinking on this subject. As a self-interested author, I naturally would suggest that you start with the new 10th-anniversary edition of A More Beautiful Question , but beyond that, here are the top eight critical-thinking books I’d recommend.

The Demon-Haunted World: Science as a Candle in the Dark , by Carl Sagan

This book simply must top the list, because the late scientist and author Carl Sagan continues to be such a bright shining light in the critical thinking universe. Chapter 12 includes the details on Sagan’s famous “baloney detection kit,” a collection of lessons and tips on how to deal with bogus arguments and logical fallacies.

Clear Thinking: Turning Ordinary Moments Into Extraordinary Results , by Shane Parrish

The creator of the Farnham Street website and host of the “Knowledge Project” podcast explains how to contend with biases and unconscious reactions so you can make better everyday decisions. It contains insights from many of the brilliant thinkers Shane has studied.

Good Thinking: Why Flawed Logic Puts Us All at Risk and How Critical Thinking Can Save the World , by David Robert Grimes

A brilliant, comprehensive 2021 book on critical thinking that, to my mind, hasn’t received nearly enough attention . The scientist Grimes dissects bad thinking, shows why it persists, and offers the tools to defeat it.

Think Again: The Power of Knowing What You Don't Know , by Adam Grant

Intellectual humility—being willing to admit that you might be wrong—is what this book is primarily about. But Adam, the renowned Wharton psychology professor and bestselling author, takes the reader on a mind-opening journey with colorful stories and characters.

Think Like a Detective: A Kid's Guide to Critical Thinking , by David Pakman

The popular YouTuber and podcast host Pakman—normally known for talking politics —has written a terrific primer on critical thinking for children. The illustrated book presents critical thinking as a “superpower” that enables kids to unlock mysteries and dig for truth. (I also recommend Pakman’s second kids’ book called Think Like a Scientist .)

Rationality: What It Is, Why It Seems Scarce, Why It Matters , by Steven Pinker

The Harvard psychology professor Pinker tackles conspiracy theories head-on but also explores concepts involving risk/reward, probability and randomness, and correlation/causation. And if that strikes you as daunting, be assured that Pinker makes it lively and accessible.

How Minds Change: The Surprising Science of Belief, Opinion and Persuasion , by David McRaney

David is a science writer who hosts the popular podcast “You Are Not So Smart” (and his ideas are featured in A More Beautiful Question ). His well-written book looks at ways you can actually get through to people who see the world very differently than you (hint: bludgeoning them with facts definitely won’t work).

A Healthy Democracy's Best Hope: Building the Critical Thinking Habit , by M Neil Browne and Chelsea Kulhanek

Neil Browne, author of the seminal Asking the Right Questions: A Guide to Critical Thinking, has been a pioneer in presenting critical thinking as a question-based approach to making sense of the world around us. His newest book, co-authored with Chelsea Kulhanek, breaks down critical thinking into “11 explosive questions”—including the “priors question” (which challenges us to question assumptions), the “evidence question” (focusing on how to evaluate and weigh evidence), and the “humility question” (which reminds us that a critical thinker must be humble enough to consider the possibility of being wrong).

Warren Berger is a longtime journalist and author of A More Beautiful Question .

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Holistic Approach to Curriculum Development to Promote Student Engagement, Professionalism, and Resilience

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A Holistic Approach to Integrating ePortfolios as Instructional Methods in Online Programs

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Fostering critical thinking across the primary school’s curriculum in the european schools system.

To develop citizens’ critical thinking (CT) abilities, schools must better integrate CT into the curricula. Although educators, psychologists, and philosophers agree on the importance of critical thinking, there is no agreement on a common theoretical definition. The goal of this study is to define the framework for the promotion of critical thinking in the context of curriculum development. Specifically, to explore how the primary school curriculum addresses the concept of CT, and to identify characteristics, core skills, and approaches to CT in the syllabi. We conducted a document analysis of curriculum and syllabi in the European Schools system. The results show that although the primary school curriculum does not define the concept of CT, it does consider it a key skill to develop and foster among pupils across the school syllabi. Concerning the CT teaching approaches, our study detected a holistic approach in which the European Schools system supports CT as an explicit and implicit goal within a standard subject-matter content instruction. This study can be used in future educational research with different stakeholders (teachers, school principals, policymakers, researchers) involved in curriculum development.

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Curriculum, instructional design and the technologies: Planning for educational delivery

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What Is Holistic Thinking?

Holistic thinking holds a powerful potential to transform your approach to problem-solving and decision-making.

In a world where complexities constantly challenge traditional methods, embracing a holistic perspective could be the key to unleashing innovative solutions.

But what exactly is holistic thinking and how does it differ from linear thinking?

Let's unravel the layers of this mindset to discover its true essence and practical applications in various aspects of life.

Table of Contents

Key Takeaways

• Holistic thinking sees the world as interconnected and unified.
• It emphasizes viewing systems as a whole and understanding intricate relationships.
• This approach helps uncover underlying patterns and connections.
• Holistic thinking leads to creative solutions, addressing issues from various angles.

Understanding Holistic Thinking

To fully grasp holistic thinking, consider viewing the world as interconnected and unified. A holistic approach involves looking at systems and situations as a whole, rather than focusing on individual parts in isolation. By adopting an interconnected perspective, you acknowledge the intricate relationships and dependencies that exist between various elements. This way of thinking emphasizes the importance of considering the bigger picture and understanding how different factors influence each other within a system.

When you embrace a holistic approach, you start to see patterns and connections that may not be immediately apparent when looking at things from a narrow viewpoint. It allows you to appreciate the complexity and dynamism of the world around you, recognizing that everything is interrelated in some way. This interconnected perspective can lead to more effective problem-solving and decision-making, as you take into account the multifaceted nature of issues and consider how changes in one area can impact the entire system.

Embracing holistic thinking can ultimately help you make more informed choices and create positive outcomes that benefit not just isolated parts, but the entire interconnected whole.

Key Principles of Holistic Thinking

You should start by exploring the core holistic principles that guide holistic thinking. Consider the importance of interconnectedness and how it plays a critical role in holistic perspectives.

Reflect on how these key principles shape your understanding of holistic thinking.

Core Holistic Principles

Understanding the core principles of holistic thinking is fundamental to appreciating its approach to interconnectedness and balance. The key principles of holistic thinking revolve around viewing systems as a whole rather than individual parts. This holistic approach emphasizes the interconnectedness of various elements within a system and how they influence each other.

It recognizes the importance of considering the relationships between different components to gain a thorough understanding of the system as a whole. By focusing on core principles such as interconnectedness, balance, and integration, holistic thinking aims to address issues in a more thorough and sustainable manner.

Embracing these principles can lead to more effective problem-solving and decision-making processes that consider the broader impacts and implications of actions.

Importance of Interconnectedness

Emphasizing the interconnectedness of elements within a system is important in holistic thinking. When you consider systems thinking, you acknowledge the intricate web of connections between different parts of a whole. A holistic approach encourages you to view the system as a single entity made up of interdependent components. Understanding the interdependence among these elements allows you to grasp the system's true essence and functionality. By recognizing the importance of interconnectedness, you can gain a deeper insight into how various parts influence one another and how changes in one area can have ripple effects throughout the entire system. This interconnected view fosters a more inclusive understanding of the complexities at play within the system.

• Systems thinking reveals the hidden relationships between elements.
• A holistic approach emphasizes the unity of the system.
• Interdependence showcases how each part relies on the others.
• Recognizing interconnectedness leads to a more profound understanding of the system's dynamics.

Benefits of Holistic Thinking

Embracing holistic thinking can lead to a deeper understanding of interconnected systems and their impacts. By engaging in critical reflection, you can uncover underlying relationships and dependencies that may not be immediately apparent. This process allows you to see the bigger picture and comprehend how various elements interact and influence each other.

Furthermore, holistic thinking empowers you to generate creative solutions to complex problems. Instead of focusing solely on isolated parts, you consider the entire ecosystem at play, opening up new possibilities and innovative approaches. This broader perspective enables you to address issues from multiple angles, leading to more effective and sustainable outcomes.

The advantages of holistic thinking lie in its ability to enhance your analytical skills, encourage innovative thinking, and promote interconnected solutions. By embracing this mindset, you not only gain a more thorough understanding of the world around you but also access a wealth of creative potential to tackle challenges with depth and foresight.

Holistic Vs. Linear Thinking

When comparing all-encompassing and linear thinking, you'll find that a thorough approach explains how interconnected elements work together.

By considering simultaneous processing benefits, you can see the advantages of handling multiple aspects at the same time.

Understanding the interconnected elements will help you grasp the bigger picture and make more informed decisions.

Comprehensive Approach Explanation

In understanding the difference between holistic and linear thinking, it's essential to grasp the contrast in their thorough approaches. When considering a holistic approach, you're encouraged to view things from an all-encompassing perspective. Here's a list to help you differentiate further:

• Interconnectedness: Holistic thinking focuses on how elements are interconnected and influence each other.
• Multiple Factors: It considers multiple factors that contribute to a situation rather than isolating individual aspects.
• Systems Thinking: Holistic approaches often involve systems thinking, understanding the whole system rather than its parts.
• Long-term Impact: It looks at the long-term impact and consequences of actions, emphasizing sustainability and future implications.

Parallel Processing Benefits

Engage in parallel processing to discern the benefits of holistic versus linear thinking. When you embrace simultaneous processing, you tap into multitasking advantages that enhance your cognitive flexibility.

Unlike linear thinking, which follows a step-by-step approach, holistic thinking allows you to integrate perspectives from various angles at the same time. This approach enables you to see the interconnectedness of different ideas and concepts, fostering a deeper understanding of complex issues.

Interconnected Elements Understanding

To truly grasp the concept of interconnected elements understanding, consider the distinct advantages of holistic versus linear thinking in problem-solving. When approaching interconnected systems, a holistic approach allows you to see the bigger picture and understand how various elements interact within the system. With a holistic perspective, you can recognize complex relationships that may not be apparent when using linear thinking.

Here are four key points to differentiate holistic and linear thinking in understanding interconnected elements:

• Integration : Holistic thinking integrates all aspects of a system, while linear thinking often isolates individual components.
• Contextual Understanding : Holistic thinking considers the context and interdependencies, whereas linear thinking focuses on sequential steps.
• Emergent Properties : Holistic thinking acknowledges emergent properties arising from interactions, unlike linear thinking that may overlook them.
• Dynamic Adaptation : Holistic thinking adapts to changes dynamically, while linear thinking may struggle to adjust when faced with evolving situations.

Applying Holistic Thinking in Daily Life

Start incorporating holistic thinking into your daily decision-making process to cultivate a more interconnected and balanced approach to life. By embracing mindful living and an integrative approach, you can enhance your overall well-being and create a more harmonious lifestyle. Here's a practical way to apply holistic thinking in your daily life:

Holistic Thinking in Problem-Solving

Embrace a holistic approach to problem-solving by considering interconnected factors and seeking thorough solutions. When faced with challenges, incorporating holistic thinking can lead to more effective problem-solving strategies and the generation of creative solutions. Here are four key points to help you apply holistic thinking in your approach to problem-solving:

• Interconnectedness: Recognize how different elements are interconnected and influence each other within the problem you're addressing. Consider the ripple effects of potential solutions on various aspects of the issue.
• Systems Thinking: View the problem as part of a larger system rather than in isolation. Understand the relationships between different components and how changes in one area can impact the entire system.
• Big Picture Perspective: Step back to see the problem from a broader perspective. Analyze how the issue fits into the larger context and how addressing it can contribute to overall improvement.
• Innovative Solutions: Encourage creativity in problem-solving by thinking outside the box. Explore unconventional approaches and be open to trying new ideas to find unique and effective solutions.

Cultivating Holistic Thinking Skills

Developing holistic thinking skills involves honing your ability to see the interconnectedness of various factors and understanding how they influence the bigger picture. By adopting a holistic perspective, you can enhance your critical thinking abilities and approach problems or situations with a broader view. Cultivating these skills can lead to more effective decision-making and problem-solving processes.

To emphasize the importance of holistic thinking, consider the following table:

You now understand the power of holistic thinking.

Did you know that 98% of Fortune 500 companies believe that holistic thinking is essential for success?

By embracing a holistic approach, you can reveal new perspectives, solve complex problems, and make better decisions in all aspects of your life.

So, start cultivating your holistic thinking skills today and watch your potential soar!

The eSoft Editorial Team, a blend of experienced professionals, leaders, and academics, specializes in soft skills, leadership, management, and personal and professional development. Committed to delivering thoroughly researched, high-quality, and reliable content, they abide by strict editorial guidelines ensuring accuracy and currency. Each article crafted is not merely informative but serves as a catalyst for growth, empowering individuals and organizations. As enablers, their trusted insights shape the leaders and organizations of tomorrow.

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Total ethics fashion: The holistic approach one nonprofit is taking to combat greenwashing

More than ever, it seems, clothing brands are making strides to provide consumers with sustainable fashion options. 

That being said, it's unfortunately common for companies that claim to be "green" to not be as ethical as they seem, a practice known as  greenwashing .

Collective Fashion Justice , a nonprofit that advocates for a new approach to fashion, is on a mission to challenge those greenwashing companies to take a holistic approach to sustainable fashion. 

If you're thinking that this sounds like a complex problem to solve, you'd be right.

According to the organization's website, there's nothing simple about the fashion industry - or the steps that need to be taken in order to see radical, positive changes. 

That's why founder Emma Håkansson coined the term "total ethics fashion system." This term encapsulates the efforts to take a holistic approach to the problems posed by harmful practices. 

By doing so, major fashion brands can put "people, animals, and the planet before profit," as Håkansson said in an interview with Green Matters . 

"There were people that were addressing animal rights issues in fashion, or people really focusing on labor issues, or on deforestation… but generally, there was a lack of collectivity in the thinking," Håkansson said in the interview. 

"And I felt like that was really important, because I do believe we can't effectively address problems in fashion if we're not looking at how they're all interconnected."

What is total ethics fashion?

To get a better idea of what total ethics fashion looks like in practice , and to understand why it's so needed, the company put together a diagram that shows what happens when companies only focus on one area of sustainable fashion.

The three main areas of focus include fair fashion (caring for humans), sustainable fashion (caring for the planet), and vegan fashion (caring for animals). 

Here's an example of what can happen if a company doesn't take a total ethics approach: They choose to follow a slow fashion business model to create jackets free from animal skin, but they still put their employees in harmful working conditions.

Alternatively, a brand that's known for refusing to create fabrics from fossil fuels, a process Collective Fashion Justice says is a part of the leading cause of the climate crisis , could still choose to slaughter animals for material while paying their workers poverty wages.

Essentially, the concept of total ethics fashion examines the intersectionality at play in the industry. 

To better educate others on this approach, Collective Fashion Justice has created a book called " Total Ethics Fashion " which is currently available for pre-order in the UK and Australia . 

"What if old clothes were symbols of pride, adored more with each wear rather than tainted with boredom in a newness obsessed culture?" an excerpt from the book reads, as shared on Instagram . "What if we connected again with quality, craft, and how exceptionally brilliant the work of people who make clothes really is?"

A free booklet, "Total ethics fashion: a primer" is also on the organization's website in digital and print formats.

While some companies intentionally cut corners when it comes to being ethical, there are those who simply aren't aware of what they could be doing to be better. 

Either way, though, the end result is the same: Consumers falsely believe they're supporting a company that's making the world a better place while the planet, people, and animals continue to suffer.

At its core, this is what Collective Fashion Justice aims to stop.

"It is really an exploitation of people's willingness to do the right thing," Håkansson explained in an Instagram video when speaking with nonprofit Greenwash.com.

According to Håkansson, in order to see substantial change in the fashion industry, action must be taken on a governmental level. 

That's why the nonprofit has partnered with the United Nations Environment Programme . Along with other organizations and companies, Collective Fashion Justice assisted in the creation of a guide called "The Sustainable Fashion Communication Playbook."

This guide, according to the UN's website , is for "marketers, brand managers, imagemakers, storytellers, media, influencers and beyond." 

"[This guide] presents the need to redirect fashion communication toward sustainable and circular solutions as a creative opportunity, and provides a much needed framework when policies around how to communicate environmental claims increasingly come into force," the website continues. 

How can I make a difference through total ethics fashion?

Waiting for massive fashion companies to take action can leave us feeling defeated. If the bulk of the negative impact comes from them, what could we possibly do that will make a difference?

This is an issue that Collective Fashion Justice has taken steps to address. While it's certainly fair and natural to feel defeated, there are steps we can take, too.

First, we can educate ourselves on total ethics fashion through paid and free resources provided by places like Collective Fashion Justice. In addition to books and free booklets, the organization posts articles on its website that are full of the latest news from the fashion industry, as well as advice each of us can take.

An article about questions to ask brands before supporting them is a great starting point. 

"We have an enormous amount of power as citizens," Håkansson wrote in the article . "The fashion industry exists to clothe us, and so we influence the fashion industry not only by voting with our dollar, but by telling the fashion industry what we think is important, and what we want to see from it."

As usual, it's also important that we consumers use their voices so more people are aware of the issues posed by the fashion industry. This means connecting with those in your social circle as well as making your demands known on a political level.

"I think it's so important that we remember the most effective way that we can positively impact the world around us is not by buying things," Håkansson explained to Greenwash.com . 

"It's by using our voices. It's by getting involved politically. It's by supporting organizations that are pushing for change."

Header images courtesy of Collective Fashion Justice and Very Good Looking