A+holistic+approach?

= Is STSE education a holistic approach to teaching and learning in science? =

Mahmoudi et al., (2012), referring to the writings of Miller, R (1992), write that, "Holistic education is not to be defined as a particular method or technique; it must be seen as a paradigm, a set of basic assumptions and principles that can be applied in diverse ways" (p.187). I, therefore, wonder if STSE education theory and practice could be a starting point for a science teacher interested in holistic science teaching and learning.

Although [|STSE] (Science, Technology, Science and Environment) education has been evolving over the last 40 years, it is in my experience, not the predominant form of teaching science in traditional educational settings. Fortunately, the revised Ontario Curriculum, more than ever before, guides teachers toward STSE practice and theory. Not surprisingly however, there are many challenges within the education system that have made it difficult for the majority of science teachers to implement STSE theory and practice. In my opinion, the STSE education movement is a reform movement that is part of a greater momentum in education to shed traditional transmission, teacher-centred teaching and learning. In fact, I believe that reform movements in mathematics and science seem to be working to some extent within the holistic paradigm.

Therefore, in the following chart I have attempted to highlight the intersections of STSE education and holistic education. My conclusion is that STSE education is an authentic starting point for a science teacher interested in holistic science education.

from Pedretti (2012) unless otherwise noted || Elements of Holistic Education from Mahmoudi et al. (2012) ||
 * = INTERSECTING ELEMENTS OF STSE EDUCATION AND HOLISTIC EDUCATION  = ||
 * Elements of STSE education
 * Sustainability || “The ecological worldview is often addressed in holistic education through "ecological literacy", where topics such as environmental issues, dialogues with nature, the interdependence of reality, and sustainability are explored” (p. 181). ||
 * **Decision-making** || From section entitled, “Educating for Participatory Democracy.”

“A truly democratic society is more than the "rule of the majority" - it is a community in which disparate voices are heard and genuine human concerns are addressed. It is a society open to constructive change when social or cultural change is required” (p. 184). ||
 * **Coupling of Science and Values** || “Holistic education is, without a doubt, education for twenty- first century, directed towards developing human beings with a global conscience, a vision of peace, love, and intelligence” (p. 179, referring to Nava, 2001).

In reference to one of the four pillars of Holistic Education,

“'Learning to be' may therefore be interpreted in one way as learning to be human, through acquisition of knowledge, skills and values conducive to personality development in its intellectual, moral, cultural and physical dimensions” (p.182). || - personalization of science to enhance meaning and relevance for learner - recognition that authentic science is influenced by culture, values, experience || In reference to one of the basic principles of holistic education (namely, Honoring Students as Individuals),
 * **Personalization of Science**

“Each learner is unique, inherently creative, with individual needs and abilities. This means welcoming personal differences and fostering in each student a sense of tolerance, respect, and appreciation for human diversity. Each individual is inherently creative, has unique physical, emotional, intellectual, and spiritual needs and abilities, and possesses an unlimited capacity to learn” (p. 183).

In reference to one of the basic principles of holistic education (namely, Freedom of Choice),

“Students and parents should have opportunities for real choice at every stage of the learning process. Genuine education can only take place in an atmosphere of freedom. Freedom of inquiry, of expression, and of personal growth are all required” (p. 183). || - recognition of the relationships between economy, politics and science - recognition of who benefit from science - empowering students with skills and knowledge to take action in personal life, local, national and international contexts || In reference to one of the four pillars of holistic education (namely, Learning to do),
 * **Politicization and Action**

“In the change of era now upon us, this means learning to change society through intelligence, responsible action. Learning to do is linked learning a profession and to productive work: learning to adapt to the needs of work and ability to work in a team, along with the strategic use of knowledge to resolve problems and make rational decisions in generating quality goods and services” (p. 181) || - evaluating science goals, processes and products and their impacts on society - imaging alternative directions for science to transform society || In reference to one of the six Levels of Wholeness of holistic education (namely, Wholeness of Society),
 * **Critical Social Reconstruction** (science and social justice, science and social good)

“It is a crucial dimension of holistic education, given societies current situation: replete with the prevailing value of exploitation, control, success, and competition. The ideal of unlimited economic growth has resulted in people pinning their hopes for happiness on the consumption of products and superfluous gratifications. Holistic education recognize this social crisis and the need to educate people for world citizenship and participatory democracy” (p. 182, referring to Rudge, 2008) || - considering multiple perspectives || In reference to one of the Four Pillars of holistic education (namely, Learning to Live Together),
 * **Mindfulness**

“Specifically it implies the development of such qualities as: knowledge and understanding of self and others; appreciation of the diversity of the human race and an awareness of the similarities between, and the interdependence of, all humans; empathy and cooperative social behavior in caring and sharing; respect of other people and their cultures and value systems; capability of encountering others and resolving conflicts through dialogue; and competency in working towards common objectives” (p. 182, referring to UNESCO, 1996). || - understanding multidisciplinary nature of science and the connections between the disciplines - student is part of an interconnected system - recognizing the interconnections between science, culture, economy, politics, ethics, history || “Holistic education focuses on the relationship between the whole and the part and suggests that teaching and learning approaches need to be rooted in a larger vision. If techniques are isolated and unrelated they can become traditional education tends to be static and fragmented, ultimately promoting alienation and suffering” (p. 178, referring to Miller, J., 2006).
 * **Integration**

“Within this holistic perspective, the student is positioned as an active, participatory and critical learner...The holistic vision includes a sense of the whole person who is connected to his or her surrounding context and environment” (p. 178 referring to Miller, J., 2005) ||
 * Other predominant theme of STSE education:


 * Science education should not focus on the memorization of facts and abstract ideas.**

Source example,

Hodson, D. (1998). In pursuit of literacy. In Teaching and Learning Science: Towards a personalized approach (p. 1-8). Philadelphia: Open University Press. || “Holistic education is concerned with life experience, not with narrowly defined ‘basic skills’” (p.178).

In reference to one of the Four Pillars of holistic education (namely, Learning to Learn),

“This type of learning is radically different from ‘acquiring itemized codified information or factual knowledge’, as often stressed in conventional curriculum and in ‘rote learning’” (p. 181). ||
 * Other Predominant theme of STSE Education:


 * Science for All**

- preparing future citizens to engage in decision making relating to socio-scientific issues rather than preparing a minority of students for higher education - critiques elitism in science

Source example:

Hodson, D. (1998). In pursuit of literacy. In Teaching and Learning Science: Towards a personalized approach (p. 1-8). Philadelphia: Open University Press. || “It aims for the fullest possible human development enabling a person to become the very best or finest that they can be and develop fully 'those capacities that together make up a human being'” (p. 178 in reference to Forbes, 2003).

In reference to the antithesis of holistic education,

“It reduces schooling to training for the workplace that can be easily assessed through standardized tests” (p. 178, Miller, J., 2007). ||
 * Other Predominant theme of STSE Education:


 * Science is one way of knowing**

- acknowledges and examines non-Western perspectives - critiques limitations of dominant Western philosophies

Example source:

Pedretti, E., & Nazir, J. (2011). Currents in STSE education: Mapping a complex field, forty years on. Science Education, 95(4), 601-626. || “The holistic ideal can be traced back to indigenous cultures. In general, the aboriginal or indigenous person sees the earth and the universe as infused with meaning and Holistic educators try to recover this sense of meaning and purpose in education” (p. 179, Miller, J., 2005).

In reference to the Worldviews underpinning holistic education,

“Indigenous (or aboriginal or native) worldviews from all over the world are filled with reverence for nature, the earth, the universe, and the Spirit. They emphasize the organic interconnectedness of all beings” (p. 180, in reference to Nacagava, 2002). ||

= Summary =

In my opinion, the chart above clearly highlights significant intersections between STSE education and holistic education. I think these intersections are cemented further by Nir's (2007) work connecting "science for all" with holistic approaches. Nir (2007) writes that science for all approaches should be "based on a holistic approach that should also include the following characteristics: (1) Learning in an authentic and relevant context as much as possible. (2) Organizing the learning in a sequence that shifts gradually from the concrete to the abstract. (3) Adjusting the learning for variant abilities learners. (4) Integrating the outdoor environment as an integral and central component of the learning process. (5) Focusing on both the cognitive and the emotional aspects of learning" (p. 111). STSE education can be characterized in the same ways.

Perhaps one difference between a STSE approach and the holistic approach is that an experienced holistic practitioner may be more aware and better able to respond to and plan for the "emotional aspects of learning." In my experience, STSE practitioners are interested in honouring all aspects of the child but may not have the same background knowledge as the holistic educator. Throughout the following sections of this site, my own limited experience with an emphasis on the “emotional aspects of learning” may be obvious to a critical holistic eye. For now, my repertoire for honouring emotional aspects of learning includes: self-assessment, focus on metacognition, encouraging/incorporating journaling/blogging, incorporating choice (topics and ways of learning) and coaching students through the messiness of learning.

= PLEASE CONTINUE TO SCIENCE PROJECT PRODUCTS AND PROCESSES  = = = = Major Page References =

Bencze, Larry (2011). STSE Education, Developing Expertise and Motivation to Address STSE Issues. http://webspace.oise.utoronto.ca/~benczela/STSEEd.html

Forbes, S. (2003). //Holistic education: An analysis of its ideas in nature.// Brandon, VT: Foundation for Educational Renewal.

Mahmoudi, S., Jafari, E., Nasradabadi, H., Liaghatdar, M. (2012). Holistic Education: An approach for 21 Century. International Education Studies. 5 (3). p. 178-186.

Miller, J. P. Ed. (2005). // Holistic learning and spirituality in education: Breaking new ground. // Albany: State University of New York Press. New York Press.

Miller, J. P. Ed. (2006). Educating for wisdom and compassion: //Creating conditions for timeless learning.// Thousand Oaks, CA: Corwin Press

Miller, J. P. Ed. (2007). //The holistic curriculum// (2nd ed.). Toronto, Ontario, Canada: OISE Press.

Miller, R. (1992). //What are schools for: Holistic education in American culture// (2nd ed.), Brandon, VT: Holistic Education Press.

Miller, R. (2013). Paths of Learning. http://www.pathsoflearning.net/

Nava, R, G. (2001). Holistic education: Pedagogy of universal love. Brandon: Holistic education press.

Nacagawa, Y. (2000). //Education for Awakening: an Estern Approach to Holistic education.// Brandon, holistic education press.

Orion, Nir. (2007). A Holistic Approach for Science Education for All. Eurasia Journal of Mathematics, Science & Technology Education. 3(2), 111-118.

Pedretti, E. (2006, October) Science, Technology, Society and the Environment: Education for the New Millennium. Conducted from York University, North York, Ontario. Retrieved from The Royal Canadian Institute for the Advancement of Science Web site: []

Rudge, L. T. (2008). //Holistic education: An analysis of its pedagogical application.// Dissertation, USA: University of Ohio.

UNESCO (1996). ‘The four pillars of education’, in Learning: The Treasure Within: Report to UNESCO of the International Commission on Education for the Twenty First Century. Paris: UNESCO.