Session Information
99 ERC SES 08 K, Sustainability in Education Research
Paper Session
Contribution
In the 21st century, it is surprising to witness that alongside climate change and technological advancements, a dearth of empathy and compassion has emerged. The ongoing conflict in Ukraine, the unrest in Israel, and the inhumane treatment of fellow global inhabitants serve as poignant reminders that the fundamental question of our humanity, "What constitutes the essence of being human?", remains unanswered.
According to a report published by UNESCO (2023), the discourse on post-COVID education revolves around the incorporation of technologists and artificial intelligence to establish a personalized and inclusive learning environment for all. However, the report highlights that the integration of technology in education is often driven by the profit-oriented agendas of technology companies, rather than being aligned with the specific needs of both students and teachers. In the present era, marked by post-humanist and anthropocentric ideologies, and confronted with pressing challenges like climate change, inequality, and conflict, it becomes essential to redirect our focus towards holistic education. Additionally, it is important to reexamine the very notion of "being human" in this rapidly evolving, technology-driven world.
The United Nations, in their 'Report on the 2022 Transforming Education Summit' (2023), emphasizes the significance of understanding education as a comprehensive learning process. The report asserts that education should empower individuals to acquire lifelong learning skills, navigate the complexities of a dynamic world, foster harmonious coexistence with respect for one another and the environment, and ultimately enable individuals to lead fulfilling and meaningful lives (p. 1).
Over twenty-five years ago, UNESCO-APNIEVE (1998) raised a thought-provoking inquiry about the essence of learning to coexist and thrive together:
"The process of learning to live harmoniously and peacefully together is a dynamic, comprehensive, and lifelong journey through which individuals internalize and put into practice shared values... This process initiates with cultivating inner peace within the hearts and minds of individuals who strive for truth, knowledge, and understanding..." (APNIEVE, 1998, p. 4).
Even after the passage of more than a quarter-century, we continue to reflect upon the fundamental question of what it truly means to "live together" and how we can maintain harmony with our surroundings. This entails being in tune with both living and non-living elements of nature, our fellow human beings, the rapid advancements in technology, and with our own selves, encompassing our bodies, minds, and spirits. Consequently, UNESCO (2015) affirms that:
"While education cannot single-handedly resolve all development challenges, an approach to education rooted in humanism and holistic ideals has the potential to contribute towards realizing a new paradigm of development" (p. 10).
The significance of holistic education and its potential role in addressing worldwide challenges begs the question of its essence and its capacity to offer solutions. Essentially, the paradigm of holistic education is rooted in the notion that fully educating a child necessitates addressing their intellectual, social, emotional, physical, spiritual, and artistic needs in a balanced manner (Bhatta, 2009; Hare, 2010; Preston, 2012; Rudge, 2016; Miller, 2010, 2019; Pong, 2021; Miseliunaite et al., 2022). Considered a transformative educational approach, Hare (2010) asserts that holistic education equips students with lifelong learning skills, emphasizing life skills, attitudes, and personal awareness necessary for navigating an increasingly intricate world (p. 6).
This research posits that holistic education holds the potential to contribute to resolving global problems by cultivating individuals who assume accountability for their actions and evolve into global citizens. Specifically exploring the application of holistic education within Lithuania's primary education system, the study investigates how it prepares younger generations to navigate an uncertain future. Employing a philosophical and pragmatic investigation, the research identifies key characteristics of holistic education within this particular context.
Method
1.1 Research Questions: This research aims to explore the features and manifestations of holistic education in the Lithuanian primary education system. The following research questions will guide the study: R1: What are the features of holistic education in the Lithuanian primary education system? R2: How are the features of holistic education manifested in Lithuanian primary education? 1.2 Data Collection Methods: To ensure the reliability and comprehensiveness of the collected data, a triangulation approach was employed, drawing on multiple data collection methods (Denscombe, 2014, p. 154-5): 1. Collection of Lithuania's updated primary curriculum documents (2022): The primary curriculum documents will provide valuable insights into the educational policies and frameworks encompassing holistic education. 2. Classroom Observations: Observations were conducted in primary schools, with a total of 30 lessons observed across various primary school teachers. These observations offer a firsthand understanding of how holistic education practices are implemented in real classroom settings. 3. Semi-structured In-depth Interviews: Semi-structured interviews were conducted with education policy makers. A total of five interviews were conducted to gain insights into their perspectives on holistic education and its integration within the primary education system. 1.3 Data Analysis Methods: A mixed methods approach, combining quantitative and qualitative analysis, was employed to address the research questions and achieve a comprehensive understanding of the features and manifestations of holistic education in Lithuanian primary education (Leavy, 2017, p. 164). - Thematic Analysis: The qualitative data collected from the curriculum documents, observations, and interviews will be analyzed using the MAXQDA software. Thematic coding will be applied to identify recurring themes and patterns related to holistic education. - Quantitative Coding: The quantitative data obtained from the observations and curriculum documents will be coded using Microsoft Excel, allowing for numerical analysis to identify prevalent features of holistic education. 1.4 Data Interpretation and Synthesis: Data interpretation and synthesis will be guided by an interpretative paradigm (Leavy, 2017) and a combination of deductive and inductive reasoning. Deductive reasoning will be employed to analyze the curriculum documents and observations, while inductive reasoning will be utilized to explore insights gained from the interviews with education policy makers. By triangulating these different perspectives, a comprehensive interpretation and synthesis of the analyzed data will be achieved.
Expected Outcomes
Findings: • The study findings emphasize the need to prioritize spirituality as an essential component of holistic education, which fosters coherence, self-awareness, and resilience amidst global challenges. • Observations in Lithuanian primary education indicates an imbalance favouring transmissive and transactional teaching methods over transformative education, leading to limited emphasis on spirituality as a key component of holistic education. • Lithuanian education policy makers recognize the importance of coherence, collaboration, teacher training, and a shift in assessment methods to successfully implement holistic education in the primary curriculum. • The potential impact of a holistic education paradigm in equipping the younger generation for an uncertain future lies in fostering well-rounded individuals with a holistic mindset and harmonious relationships, yet the practical implementation faces challenges due to resource and competence requirements, along with a lack of conscious integration of transformative education and spirituality in education policy and methods, as exemplified in Lithuania.
References
UNESCO (2023). Global Education Monitoring Report. Technology in education: A tool in whose terms? https://unesdoc.unesco.org/ark:/48223/pf0000385723 United Nations (2023). Report on the 2022 Transforming Education Summit. Convened by the UN Secretary-General.https://www.un.org/sites/un2.un.org/files/report_on_the_2022_transforming_education_summit.pdf UNESCO-APNIEVE (1998). Learning To Live Together in Peace and Harmony. Sourcebook No. 1. Bangkok: UNESCO-APNIEVE. https://files.eric.ed.gov/fulltext/ED440028.pdf UNESCO (2015). Rethinking Education Towards a Global Common Good? UNESCO: Paris, France, 2015; 10–86. https://unesdoc.unesco.org/ark:/48223/pf0000232555 Bhatta, C. P. (2009). Holistic Personality Development through Education. Journal of Human Values, 15(1), 49–59. https://doi.org/10.1177/097168580901500104 Hare, J. (2010). Holistic Education: An Interpretation for Teachers in the IB Programmes. International Baccalaureate Organization: Geneva, Switzerland. (pp. 3–8). https://balicurriculum.files.wordpress.com/2010/08/holistic-education-an-interpretation-for-teachers-in-the-ib-programmes.pdf Preston, J.P. (2012). Holistic Education: A Pioneer Narrative. Informal Learn. Flex. Contexts Divers. Dimens., 5, 251–267. https://doi.org/10.36510/learnland.v5i2.564 Rudge, L. T. (2016). Holistic Pedagogy in public Schools: A case study of three alternative schools. Other Education, 5(2), 169–195. https://www.othereducation.org/index.php/OE/article/download/152/172 Miller, J.P. (2010). Whole child education. https://www.amazon.com/Whole-Child-Education-John-Miller/dp/144261143X Miller, J.P. (2019). The Holistic Curriculum (3rd ed.). University of Toronto Press: Toronto, ON, Canada. Pong, H. (2021). The cultivation of university students’ spiritual wellbeing in holistic education: longitudinal mixed-methods study. International Journal of Children’s Spirituality, 26(3), 99–132. https://doi.org/10.1080/1364436x.2021.1898344 Miseliunaite, B., Kliziene, I., & Cibulskas, G. (2022). Can Holistic Education Solve the World’s Problems: A Systematic Literature Review. Sustainability, 14(15), 9737. MDPI AG. http://dx.doi.org/10.3390/su14159737 Denscombe, M. (2014). The Good Research Guide (4th Edition). Maidenhead, UK: Open University Press. Leavy, P. (2017). Introduction to Social Research. In Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches (1st ed). New York, NY: The Guilford Press.
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