Implementing a Holistic Approach to Education: Lessons Learnt From Latvian “Heart” Teachers’ Narratives
DOI:
https://doi.org/10.15503/jecs2024.1.121.139Keywords:
multiple case study, holistic approach, holistic curriculum, holistic education, narrative inquiry, whole (holistic) teacherAbstract
Aim. Recent studies have stressed that education transformation can be efficiently achieved by introducing a holistic approach, embedding a culture of teaching and learning for wholeness that espouses the holism of human beings and the world. A qualitative multiple study was performed to analyse Latvian “heart” teachers’ narratives about themselves and their significant life experiences to identify their dominant approaches to life and work at school to answer the following research questions: What do the narratives of the seven Latvian “heart” teachers reveal about themselves and their approaches to life and work at school and the contributions of the participants’ significant life experiences to their approaches? Are Latvian “heart” teachers’ approaches holistic or not?
Methods. The research data encompasses seven cases based on semi-structured interviews with Latvian teachers nominated by their colleagues, students and/or parents to participate in the campaign HeartTeacher in the academic year 2021/2022. Qualitative data were processed and analysed using the QSR NVivo 12 software.
Results. Implementing a holistic approach to education is evident in the Latvian “heart” teachers’ professional practices. In all seven cases, evidence was found about providing a welcoming environment to all, reflecting on the interdependence of things and focusing on multiple connections as well as being an equal learning partner of others. However, a holistic approach to personal life is not sufficiently evident among the experienced “heart” teachers. By contrast, the novice “heart” teachers’ approaches to personal life are perceived as more holistic.
Conclusion. A whole (holistic) teacher implements the holistic approach both in their professional and personal lives, not only caring for others but also for themselves, thereby achieving balance. A whole (holistic) teacher’s life philosophy is based on the principles of wholeness, inclusion, connectedness, and balance among the different aspects of life.
Downloads
References
Altan, S., & Lane, J. F. (2018). Teachers' narratives: A source for exploring the influences of teachers' significant life experiences on their dispositions and teaching practices. Teaching and Teacher Education, 74, 238-248. https://doi.org/10.1016/j.tate.2018.05.012
Badjanova, J. & Iliško, D. (2015a). Making sense of holistic approach in the context of primary education content. Procedia - Social and Behavioral Sciences, 191, 1517-1521. https://doi.org/10.1016/j.sbspro.2015.04.343
Badjanova, J., & Iliško, D. (2015b). Holistic approach as viewed by the basic school teachers in Latvia. Discourse and Communication for Sustainable Education, 6(1), 132-140. https://doi.org/10.1515/dcse-2015-0010
Bruhlmeier, A. (2010). Head, heart and hand. Education in the spirit of Pestalozzi. Sophia Books.
Castañeda, L., Esteve-Mon, F. M., Adell, J., & Prestridge, S. (2021). International insights about a holistic model of teaching competence for a digital era: The digital teacher framework reviewed. European Journal of Teacher Education, 45(4), 493-512. https://doi.org/10.1080/02619768.2021.1991304
Cedefop. (2019). Implementing a holistic approach to lifelong learning: Community Lifelong Learning Centres as a gateway to multidisciplinary support teams. Lifelong Learning Platform & Cedefop. https://www.cedefop.europa.eu/files/2226_en.pdf
Crowell, S. (2022). Teaching for wholeness: A Taoist perspective of holistic education. Holistic Education Review, 2(2). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2418/2305
Freedman, P. (2022). A school of heart and spirit: A dialogue with Prapapat Niyom and Paul Freedman. Holistic Education Review, 2(2). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2422/2292
Freeman, J. (2005). Towards a definition of holism. The British Journal of General Practice, 55(511), 154-155.
Gazibara, S. (2013). Head, heart and hands learning - A challenge for contemporary education. Journal of Education Culture and Society, 4(1), 71–82. https://doi.org/10.15503/jecs20131.71.82
Jones, A. (2019). Responsive teaching: A narrative analysis of three teachers' process and practice. Issues in Teacher Education, 28(1), 21-35.
Körkkö, M. (2021). Towards meaningful reflection and a holistic approach: Creating a reflection framework in teacher education, Scandinavian Journal of Educational Research, 65(2), 258-275. https://doi.org/10.1080/00313831.2019.1676306
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. https://doi.org/10.1016/j.tate.2003.10.002
Lieģeniece, D. (2013). Kopveseluma pieeja 5-12 gadus vecu bērnu uzvedības izpratnei sociālā vidē [A holistic approach to understanding the behaviour of 5-12-year-old children in a social environment]. In Sabiedrība, Integrācija, Izglītība [Society Integration. Education] (Vol. 2, pp. 37-46). Rezekne Higher Education Institution. http://journals.ru.lv/index.php/SIE/article/download/541/315
London, B. (2022). Pedagogy consistent with a holistic approach: Ten key principles. Holistic Education Review, 2(1). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/1355/2036
Luvmour, B. (2021). Commentary: Social justice and holistic education − a renewal. Holistic Education Review, 1(1). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/1160/1054
Mahmoudi, S., Jafari, E., Nasrabadi, H. A., & Liaghatdar, M. J. (2012). Holistic education: An approach for 21st century. International Education Studies, 5(3), 178-186. http://dx.doi.org/10.5539/ies.v5n3p178
Männikkö, I., & Husu, J. (2020). Exploring teachers’ relational dispositions through reflective noticing. International Journal of Educational Research, 100, 101540. https://doi.org/10.1016/j.ijer.2020.101540
Miller, J. P. (2019). Holistic education: A brief history. In J. P. Miller, K. Nigh, M. J. Binder, B. Novak, & S. Crowell (Eds.). International handbook of holistic education (pp. 5-16). Routledge.
Miller, J. P. (2022). Schools inspired by The Holistic Curriculum. Holistic Education Review, 2(2). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2287/2291
Miller, J. P., Li, X., & Ruan, T. (2022). Taoism, teaching, and learning: A nature-based approach to education. University of Toronto Press.
Miseliunaite, B., Kliziene, I., & Cibulskas, G. (2022). Can holistic education solve the world’s problems: A systematic literature review. Sustainability, 14(15), 9737. https://doi.org/10.3390/su14159737
Nagarajan, L., Rahaman, J., & Toh, A. (Eds.). (2022). Holistic teaching and learning environments for well-being: A handbook for teachers based on classroom stories and practices across Asia and Europe. Asia-Europe Foundation. https://asef.org/wp-content/uploads/2023/04/2022_08_ASEF_Well-being_Handbook_018_150523_FINAL_DOUBLE.pdf
Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2018a). Teachers’ implicit meaning systems and their implications for pedagogical thinking and practice: A case study from Finland. Scandinavian Journal of Educational Research, 62(4), 487-500. https://doi.org/10.1080/00313831.2016.1258667
Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2018b). The implications of teachers’ implicit theories for moral education: A case study from Finland. Journal of Moral Education, 47(1), 63-77. https://doi.org/10.1080/03057240.2017.1374244
Rybska, E., & Błaszak, M. (2020). Holistic education – a model based on three pillars from cognitive science. An example from science education. Problemy Wczesnej Edukacji / Issues in Early Education, 49(2), 45-59. https://doi.org/10.26881/pwe.2020.49.04
Smuts, J. C. (1936). Holism and evolution. 3rd ed. Macmillan and Co. https://reflexus.org/wp-content/uploads/Smut-Holism-and-Evolution.pdf
Surikova, S., & Sidorova, A. (2023). On a pathway towards a holistic approach to virtue education: A case of the e-TAP curriculum In L. Daniela (Ed.), Human, technologies and quality of education, 2023, (pp. 53-66). The University of Latvia Press. https://doi.org/10.22364/htqe.2023.04
Taitano, J. (2021). Holistic teaching and learning podcast: Maureen Honeycut. Holistic Education Review, 1(2). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/1462/1319
Taitano, J., & Weistar, D. (2022). Holistic teaching and learning podcast: Debra Weistar. Holistic Education Review, 2(1). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2257/2064
Tirri, K. (2011). Holistic school pedagogy and values: Finnish teachers’ and students’ perspectives. International Journal of Educational Research, 50(3), 159-165. https://doi.org/10.1016/j.ijer.2011.07.010
Tirri, K. (2014). The last 40 years in Finnish teacher education. Journal of Education for Teaching, 40(5), 600–609. https://doi.org/10.1080/02607476.2014.956545
UNESCO. (2016). Education 2030: Incheon Declaration and framework for action for the implementation of sustainable development goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000245656
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Svetlana Surikova, Anna Sidorova
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.