Implementing a Holistic Approach to Education: Lessons Learnt From Latvian “Heart” Teachers’ Narratives

Authors

  • Svetlana Surikova Scientific Institute of Pedagogy, Faculty of Education, Psychology and Art, University of Latvia, Imantas 7. līnija 1, Rīga, LV-1083, Latvia
  • Anna Sidorova Scientific Institute of Pedagogy, Faculty of Education, Psychology and Art, University of Latvia, Imantas 7. līnija 1, Rīga, LV-1083, Latvia

DOI:

https://doi.org/10.15503/jecs2024.1.121.139

Keywords:

multiple case study, holistic approach, holistic curriculum, holistic education, narrative inquiry, whole (holistic) teacher

Abstract

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.

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Author Biographies

  • Svetlana Surikova, Scientific Institute of Pedagogy, Faculty of Education, Psychology and Art, University of Latvia, Imantas 7. līnija 1, Rīga, LV-1083, Latvia

    Svetlana Surikova is a doctor of pedagogy, a leading researcher at the Scientific Institute of Pedagogy of the Faculty of Education Sciences and Psychology of the University of Latvia. Currently her scientific interests are related to the research of students’ virtue education, teacher professional development and training for implementing a virtue education curriculum, etc. She is an expert in social sciences (education sciences) of the Latvian Council of Science.

  • Anna Sidorova, Scientific Institute of Pedagogy, Faculty of Education, Psychology and Art, University of Latvia, Imantas 7. līnija 1, Rīga, LV-1083, Latvia

    Anna Sidorova is a PhD student of a joint doctoral study programme “Educational Sciences”, and an expert at the Scientific Institute of Pedagogy of the Faculty of Education Sciences and Psychology of the University of Latvia. Her scientific interests are connected with the research of students’ virtue education, competence-based education, transversal skills, and how all of it may be implemented in the curriculum. Since 2011 she has been teaching students of age 4 to 19 English as a foreign language.

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Published

2024-06-13

How to Cite

Surikova, S., & Sidorova, A. (2024). Implementing a Holistic Approach to Education: Lessons Learnt From Latvian “Heart” Teachers’ Narratives . Journal of Education Culture and Society, 15(1), 121-139. https://doi.org/10.15503/jecs2024.1.121.139