fall 2018 volume 29, issue 1 the holistic educator...fall 2018 1 volume 29, issue 1 welcome to the...

Fall2018 Volume29,Issue1

WelcometothefalleditionoftheHolisticEducator.TheabovephotoisareminderthatasthenewsletterisissuedmanyofushavejustenjoyedtheThanksgivingholidayseasonandaretransitioningfromfalltowinter.

Thisissueisamixedcollectionofuniqueandinterestingarticles.Webeginwithprovidingthe“Preface”ofthenewlypublishedInternationalHandbookofHolisticEducation,whichprovidesanexcellentoverviewofholisticeducationandfeatureschaptersbyahostofinfluentialwritersandeducatorsinthefieldofholisticeducation.ThenextarticleisbyAnneAdamsandoutlinesasystemic,integralmodelforeducation,followedbyanarticlebyGiovanniRossiniwhotakesusonareflectiveandcontemplativejourneyintonarrativewriting.ThelasttwoarticlesincludeKrystynaHenke’sreviewofanotsowellknownearly20thcenturyDutchreformpedagogueKeesBoeke,andtoroundoutthisissuewehavesomemusingsabouthowtointegratesome“Ecotherapy”intoourteachingandlives.

Asusual,weendwithourAnnouncementsection,whichincludessomebookreviews,interestingconferences,onlineresourcesandoursubmissionguidelines.Wearealwaysgladtoreceiveyourarticles,sopleasedon’thesitatetosendusyourlatestwritings.

Also,itiswithregretthatwehavedecidednottoproceedwithorganizingthesecondHolisticConferenceinWinnipeg.Duetoretirements,aswellaslifeandcareerchanges,wefeelwecannotembarkonthisendeavor.

Finally,wesendoutourwarmestwishestoyouasyouprepareforthecomingsolsticeandholidayseason.We

hopeyougetachancetocelebrateandspendtimewithfamilyandfriendsandmaybegetsometimetorelaxandhibernateunderawarmblanketwithahotbeverageandagoodbook.

Mayyoubehealthy,safeandcontent.

SusanA.Schiller GaryBabiuk schil1sa@cmich.edu gary.babiuk@umanitoba.ca

THEHOLISTICEDUCATOREditors'Notes

GaryBabiukandSusanA.SchillerInThisIssue

FeatureArticlesPreface-InternationalHandbookofHolisticEducation Page2WheretheMindiswithoutFear byAnneAdams Page6

ReflectionsuponNarrativeWritingandtheContemplativeLifebyG.Rossini Page12OnExhibit:KeesBoeke’sHolisticEducationVisionofHead,Hart,andHandsbyKrystynaHenke Page16EcotherapyineducationandlifebyE.D.Woodford Page19 Announcements Page24

EditorsNote:WiththekindpermissionofthepublishersRoutledge,TaylorandFrancisGroupwehaveincludedthefollowingcopyofthePrefaceoftherecentlypublishedInternationalHandbookofHolisticEducation.MoredetailsonTableofContents,editorsandcontributorscanbefoundattheendofthepreface.

Preface

EducatingtheWholePerson

JohnP.Miller

InTheComingInterspiritualAge,Kurt JohnsonandDavidRobertOrd(2012)arguethatduringthe latterpartofthetwentiethcenturytherewastheunfoldingoftheHolisticAge.Intheirview,duringthisperiodan emerging holismdeveloped that includes “a skilled understanding and synergy betweenour interiorand exterior, subject and objectiveways of knowing andworking” (p. 163). Johnson andOrd refer to anumber of developments, including various conferences, publications, and institutions that reflect thisemerging holistic perspective. They cite books such as the integral work of Ken Wilber (2007), PaulHawken’s(2007)BlessedUnrest,whichdescribesglobalgrassrootschange,andBeckandCowan’s(1996)SpiralDynamics.Organizationsandassociations includeTheCharter forCompassion,California InstituteforIntegralStudies,NaropaUniversity,OmegaInstituteforHolisticStudies,TheCenterforContemplativeMindinSociety,andTheGarrisonInstitute.Holisticeducationcanbeseen,then,aspartofthisunfoldingoftheHolisticAge.Holisticeducationasa

termaroseinthe1980sandin1988sawthepublicationofTheHolisticEducationReviewandmybook,TheHolisticCurriculum.SincethenseminalworksinthefieldhaveincludedRonMiller’sWhatAreSchoolsFor?,RachaelKessler’sTheSoulofEducation,ParkerPalmer’sTheCouragetoTeach,andNelNoddings’booksoncare(1992)andhappiness(2003).Inrecentyears,therehavebeenseveralimportantdevelopmentsinthefieldofholisticeducation.Forexample,importantconferenceshavetakenplacearoundtheworld.Underthe leadership of Professor Yoshiharu Nagakawa, The Asia Pacific Holistic Education Network has heldannualmeetings in Japan,Korea,Thailand,andMalaysiawhereholisticeducatorshavecometogethertopresent theirwork. InNorthAmerica, conferenceshavebeenheldat theOntario Institute forStudies inEducation at the University of Toronto, the University of Manitoba, and Southern Oregon University.SouthernOregonUniversityhasalsoestablishedaCenterforHolisticEducation.ThereisalsotheHolisticSpecialInterestGroup(SIG)attheAmericanEducationalResearchAssociation(AERA),whereresearchispresentedonanannualbasis.Inresponsetogrowinginterestinthefield,InformationAgePublishinghasinitiated a book series entitled Current Perspectives in Holistic Education. The American Institutes forResearchhasengagedinmajorresearchinwholechildeducationthatisdescribedinthechapterbySpierandherassociatesatAIR.ThisHandbookcanalsobeseeninthecontextofthegrowthofHolisticEducationasafieldof inquiry

andpractice.TheHandbookprovidesanup-to-datepictureof the field, as it existsaround theglobe, itstheories, practices, and research. The original proposal for the Handbook identified the followingobjectives:• Describethecurrentstateofthefieldofholisticeducation• Examinethetheoreticalandhistoricalfoundationsofholisticeducation• Describeexamplesofholisticeducationwithregardtoschools,programsandpedagogies

• Presentcurrentresearchmethodsusedinholisticeducation• Outlinenewandemergingresearchinthefield• ExaminepotentialareasforfutureprogramdevelopmentandresearchIbelievewehavemet theseobjectives.Perhaps thegreatest challengehasbeen in theareaofempiricalresearch,sincethisisanareathathasnotbeendevelopedasfullyastheotherareas.Recently,bookssuchasTowardaSpiritualResearchParadigm,editedbyJingLin,RebeccaOxford,andTomCulham(2016)havestartedtoaddresstheneedforinnovativeresearchmethodsthatcouldbeusedbyholisticeducators.Theoverallpurposeof thisHandbook is tocreateacomprehensiveresource forbothresearchersand

practitioners,whichweenvisionwillbeutilizedasafoundationaltext.Notably,thisHandbookisthefirstcomprehensive overview of holistic education’s history, conceptions, practices, and research. TheHandbookwill function as a valuable reference for practitioners and researchers, aswell as for noviceswhoarejustlearningaboutthefield.The Handbook has five sections. I am so grateful for the work of my co-editors, Kelli Nigh, Marni J.

Binder,BruceNovak,andSamCrowellwhohaveeditedthedifferentsectionsoftheHandbook.Sinceeacheditorhaswrittenanintroductiontohisorhersection,hereIwilljustoutlinetheoverallstructureoftheHandbook. The first section, entitled Foundations of Holistic Education and edited by Bruce Novak,explores the history and theoretical foundations of holistic education. Marni Binder edits the secondsection of the Handbook that focuses on examples of teaching, learning, and curriculum in holisticeducation.Ieditthethirdsectionthatincludesspecificexamplesandprogramsinholisticeducation.ThefourthsectioniseditedbyKelliNighandexploresresearchinholisticeducation.ThelastsectioniseditedbySamCrowellandisentitledFinalReflections:itfocusesonfuturetrendsandpossibleareasforfutureprogramdevelopmentandresearch.The rest of this introduction will identify a few of the central themes of the book and cite certain

chaptersthatarerepresentativeofthesethemes.

TheWholeChild

Holistic education is about the education of thewhole child—body,mind and spirit. Thewhole child iscentraltoMontessorieducationandWaldorfeducation.TimSeldinandhisassociateshavecontributedachapterwheretheysituateMontessorieducationwithinthecontextofholism.TherearetwochaptersonWaldorfeducation;WarrenCohenandBrianBresnihandescribelifeinaWaldorfschool,whileAzizaMayohaswrittenaboutresearchonWaldorfeducationintheNetherlands.Therearealsoexamplesofeducatingthewhole child inBhutan,Thailand, andEastAfrica. ProfessorPrapapatNiyom inThailandhaswrittenabout how the incorporation of Buddhist principles in several schools nurtures the whole child, whileSarfaroz Niyozov and Antum Panjwani write about how Islamic education reaches the whole child inMadrasaschoolsinEastAfrica.There are also examples of whole person education in higher education. Jamie Magnusson at the

UniversityofTorontodescribeshergraduatecoursethatengagesthewholeperson,whileCruzPradoatLaSalleUniversityinCostaRicawritesabouttheholisticdoctorateprogramthere.

Nature

Another important theme in this book and in holistic education is the connection to nature. Holisticeducationseekstobeinharmonywithnatureand,thus,focusesoninterdependenceandconnectednesstoguide teaching and learning (Miller, 2007). This theme is central to Indigenous education and we arefortunatetohavecontributionsfromFourArrowsandGregCajete,leadingindigenousscholars.OneoftheinterestingdevelopmentsinKoreaandJapanistheplantingofsmallforestsonschoolgrounds.Professor

KimdescribeshowalargenumberofschoolsinKoreahaveplantedtheseforestsandhowtheyencourageintegratedlearning.Theforestcanalsobeaplacewherechildrencanmeditate.JaneBone,inherchapter,writesabouthow,intheDanishpreschools,childrenwalkintotheforestontheirownto“beathomeinthepinetrees”.

HolisticTeachingandLearning

TheHandbookexploresmany innovativeapproaches to teachingand learning thatconnect to thewholeperson.FredKorthagenhasdevelopedapowerfulmodelof learningthatbuildsonone’scorevalues.HisapproachhasbeenadoptedbyfacultyatSouthernOregonUniversity.WilliamGreeneandYoungheeKim,Professorsthere,introducetheconceptofva,whichisthespaceorbetween-nessthatconnectsandallowsenergytoflowintheclassroom.Several authors in theHandbookexplorehowvarious spiritual concepts likevaare central toholistic

teachingandlearning.Forexample,VivianDarroch-Lozowskiintroducestheconceptofthethresholdbody,whichallowsthepersontoexperiencetheworldwitha“wideranddeeperinnerwisdom”.PingHoWongexploreshowstillnessandsilencearecriticaltotraditionalChinesespiritualpracticeswhichcanleadtoastateofwuweiorselfless,effortlessaction.Inconclusion,wearefortunatetohaveacontributionfromThomasMoore,whosewritingaboutthesoul

helpsusseehowsoultranscendsreligionandiscrucialtoourhumanity.Heoffershisvisionoftheplaceofsoulinholisticeducation:

Myfinalwordonholismineducation,therefore,istosuggestthateducatorsmightconsidertheirdeepworkastakingcareofthehealthofthestudents’souls,evenastheyfocusonlearningandknowledge.This Platonic or soul-based learning has roots in both the student’ very being and in the culture.Certainlyoneof thegoals ineducation is to improve thecharacterof thecultureat largebycreatingdeeplyeducatedpersons....ifyouarenotconcernedforyourstudents’souls,youcaneasilydothemharm.Morethanthat

youneed toknowwhat it takes toheal awounded soul, becausemost ifnot all of your studentscometoyouwithsuchwounds.Youcometothemwithyourownwounds.Holisticeducationdoesn’tmerelydispenseknowledge;itdoessoinawaythatboththeteacher

andthestudent’ssoulisengagedandbenefits.

ThecontributorstothisHandbookofferinspiringvisionsofholisticeducation.Morethanthat,theyhavealso described a variety of practices to enable teachers and schools tomake holistic education a livingreality.Holisticeducationisdeepeducationthattouchesthewholehumanbeing.Throughthiseducation,italsooffersthehopethattheplanetandallthosewhoinhabitthiswondrousglobecangrowandthrive.

References

Beck, D. & Cowan, C. (1996). Spiral dynamics: Mastering values, leadership and change. Oxford, UK:Blackwell.

Hawken,P.(2007).Blessedunrest:Howthelargestmovementintheworldcameintobeingandnoonesawitcoming.NewYork:Viking.

Johnson,K.&Ord,D.R.(2012).Thecominginterspiritualage.Vancouver,BC:Namaste.Kessler,R.(2000).Thesoulofeducation.Alexandria,VA:ASCD.Lin, J.,Oxford,R.,&Culham,T. (2016).Towardaspiritualresearchparadigm. Charlotte,NC: InformationAge.

Miller,J.P.(1988/2007).Theholisticcurriculum.Toronto:OISEPress.

Miller,R.(1990).Whatareschoolsfor?Brandon,VT:HolisticEducationPress.Noddings,N.(1992).Thechallengetocareinschools.NewYork:TeachersCollegePress.Noddings,N.(2003).Happinessandeducation.NewYork:CambridgeUniversityPress.Palmer,Parker(1998).Thecouragetoteach:Exploringtheinnerlandscapeofateacher’slife.SanFrancisco,CA:JosseyBass.

Wilber,K.(2007).Integralspirituality:Astartlingnewroleforreligioninthemodernandpostmodernworld.Boston,MA:Shambhala.

Readerscanfindmoreinformationaboutthehandbook,thetableofcontents,theeditorsandcontributorsatthefollowingurl:

https://www.amazon.ca/International-Handbook-Holistic-Education-Miller/dp/1138082651/ref=sr_1_2?s=books&ie=UTF8&qid=1538675455&sr=1-

2&keywords=John+P+Miller&dpID=51hS5Zl9RNL&preST=_SY264_BO1,204,203,200_QL40_&dpSrc=srch-reader_1138082651

WheretheMindiswithoutFear

ByAnneAdams

WherethemindiswithoutfearandtheheadisheldhighWhereknowledgeisfreeWheretheworldhasnotbeenbrokenupintofragments

BynarrowdomesticwallsWherewordscomeoutfromthedepthoftruth

WheretirelessstrivingstretchesitsarmstowardsperfectionWheretheclearstreamofreasonhasnotlostitsway

IntothedrearydesertsandofdeadhabitWherethemindisledforwardbytheeIntoever-wideningthoughtandaction

Intothatheavenoffreedom…

RabindranathTagore

SystemicIntegralEducationModelThismodelispresentedtocompleteTagore’sprofoundodetotrueeducationabove.Whatfollowsisapresentationofasystemic,integralmodelforeducation,whichincludesparents,educators,childrenofallages,families,communitymembers,etc.Theintentionofthemodelistotransformthewaywethinkabouteducation;howitisdefinedandbroughttolife.

Figure1

COUPLES CONSIDERINGMARRIAGE

BIRTHINGEXPERIENCE

EARLY YEARS

YOUNGADULTHOOD

WORKING/HIGHEREDUCATION HIGH

SCHOOL

MIDDLE SCHOOL

ELEMENTARYSCHOOL

PRE-SCHOOL

PREGNANCYCOUPLESCONSIDERINGHAVING CHILDREN

Figure IV: INTREGAL EDUCATION

Couples in Relationship

Systemic, IntegralEducation aadams1@ix.netcom.com

Spiritual

Mental

Emotional

Physical

Theabovediagramrepresentsamodelforeducationthatissystemic,i.e.,spansfromachild’sconceptiontohis/hergraduationfromschool,andisintegral,i.e.,developsandintegratesthephysical,emotional,mentalandspiritualintelligencesthroughoutthestagesofgrowthanddevelopment.Thetimespanbeyondhighschoolisincludedbecausethesephasesofwork/highereducationandyoungadulthoodplaysuchacrucialroleinthequalityofconnectionbetweencouplesconsideringlong-termassociation,possiblemarriageandfamilyplanningandchildraising.

Thissystemic,integraleducationisfoundinacampus-likeenvironmentthatprovidesfacilitiesforeachofthestages.Educationisviewedasalifelonglearningjourney.Thefacilitiesneededtoprovideforcouples,schoolstudents,babies,pregnantmothersandtheirpartners,toddlers,elders,etc,areco-located.Theschoolsandotherprogramsareclosetooneanothertoprovideintergenerationalrelationshipsandsupport.Thecampusisalearningcommunityandepitomizesalivingsystemthatisdynamicandcocreatedbyitsmembers.Peopleofallages,i.e.,youngpeople,couples,children,students,parents,elders,teachers,communitymembers,etc.,cometothecampusforeducation;classes,workshops,accesstoexperts,resources,e.g.,books,tapes,experientialpractices.Theyareassistedinlearningmoreaboutwhateducation,learningexperiences,practicesandknowledgeareessentialindevelopingandintegratingtheirmental,spiritual,emotionalandphysicalintelligences.Whatevertheyareaddressingintheircurrentstageofgrowthissupportedbyanintegraleducationalapproach.

PhilosophicalFramework

Thephilosophyofintegraleducationistaughtandemployedthroughoutthecampus.Peopleareengagedinaninquiryabouthowtothinkfromandwithanintegralworldview.Fromtheresearchstudyofnineintegraleducationprograms(Adams,2006),theparticipantsimpartedvaluableknowledgeconcerningthelearningexperiencesfoundmostsupportiveofthedevelopmentoftheirmental,physical,spiritualandemotionalintelligences.Thefollowingisasynthesisoftheircontributionsandprovidesaframeworkforthedesignofasystemic,integraleducationalexperience:

§ Theschools,parents,families,teachers,friendsandcommunitysupportindividualsineducatingthemselvesasintegratedhumanbeings,i.e.,thephysical,mental,emotionalandspiritualintelligencesaredevelopedandintegrated.

§ Peopleareabletoexperiencethemselvesinrelationtoalargerworldandfeelconnectedtothemselves,othersandnature.Theylearnandparticipateinpracticesthatputthemintouchwiththemselves,i.e.,self-reflection,journaling,silenttime,meditation,yoga,exercisesetc.Theyexperiencetheirphysicalbodyasconnectedtothephysicalworldandnature.Theyare‘present’intheirbody,feelcenteredandawareoftheirenergyandtheenergyofothersaroundthem.Theyareengagedindiscoveringhabitsthatsupporttheirhealthandwell-being,i.e.goodnutrition.

§ Peoplefeelsafe,lovedandrelatedtoothers,andhaveasenseofbelonging.Theyfeelrespected,honored,knownandselfexpressedasindividuals.Theythinkandlearnforthemselves.Theylovetolearn,arecuriousandfollowtheirpassionsinlife.Individualsaretrusted,givenchoicesabouttheirlifeandresponsibilityfortheirlearning.Learningisexperiential,embodiedandrelevanttotheirlives.Peopleserveandmentorothers.Thereiscongruencyintheirlives.

§ Peoplehaveanunderstandingofandhonortheworld’sreligions.Theyhavelearnedthedifferencebetweenspiritualityandreligionandengageindialoguesthatsupporttheirspiritualinsightsandexperiences,aswellastheirreligionsbeliefs.

Throughouteachstageofdevelopment,theseprinciplesareavailableforeachpersontorelatetoinapersonalway–withwhichtomakehisorherownmeaning.Theyarenotrulesordogma.Theyareguidelinesforexploringwhatittakestoinventalearningcommunitywithanintegralworldview.

Relationship:TheFoundationforanIntegralWorldviewThroughoutschool,ageappropriatecoursesareofferedtolearnaboutcreatinghealthyrelationships,bothwithoneselfandothers,i.e.,groupsandcommunity.Thesecoursescorrelatewithotherclassesthataddressgroupdynamics,humandevelopment,responsibleparenting,identitycreation,aswellasacademicsubjectmatter.Thepracticesforgoodcommunicationanddialoguearebegunatanearlyageandareinterwoventhroughoutthecurriculuminappropriatecontexts.Timeissetasideregularlyforyoungpeopletolearnaboutsilence,reflection,contemplationandselfobservation.Therelationshiptheyhavewiththemselvesisprimarytoallothers.

Youngadultsconsideringcommittedrelationshipsand/ormarriagehavecourses,resourcesandpracticesavailabletothemtosupporttheminapproachingalong-termpartnershipfromanintegralworldview.Theycanlearnmanyimportantdistinctionsofintimacy,sexualexperienceandexpression,compassion,listening,speaking,dialogue,havingdifficultconversation,handlingdisagreements,etc,thatallowthemtoexperiencetheirabilitytocreaterelationshipwithothers,ofthesameandoppositesex.

Thesystemic,integraleducationprocessengagescouplesinanessentialinquiryregardinghavingafamily;howtothinkabouthavingafamilyfromaviewthatincorporatestheemotional,spiritual,mentalandphysicalintelligences.Theinclusionoftheseaspectssupportsthequalityofchoicesmadebecausethepersoninvolvedinthechoosingisalsoactiveinanintegrallifestyleinquiry.Pregnancyandbirthinginsidetheintegralpointofviewregardthephenomenonasawhole,i.e.,acomplex,dynamicprocess.Expertadviceinprenatalandperinatalexperiencesandcareisavailabletofamiliesinthisintegralmodelofeducation.Manyexpertshavevoicedhowimportantthistimeistoaperspectivemother,father,babyandfamilymembers.Theintegralphilosophyisextremelyimportantduringthistimebecauseeverythingthatishappeningishappeninginsideofacomplex,livingsystem;allparticipantsrequireunderstanding,support,attention,love,etc.,andcoordination.Thereisalevelofconsciousnessthatisavailablethroughoutthistimethatcanintegratetheemotional,physical,mental,andspiritualintelligencesandutilizetheirintegrationtocreateapowerfulenvironmentinwhichtoreceivethegiftoflife.Thisexperienceofwholenessprovidesaunique‘energy’thatopenspeopleuptotheirabilitytocreatenewlifeinamannerconsistentwiththeuniqueexperienceitis,andtosharethatwholenessandcreativitywithothersaroundthem.

IntegralEducationInanintegralmilieu,childrenareknowntohaveaqualityofwisdom.Theyarerelatedtowithrespect,honorandlistenedto;theirvoicesareheardandsupportedindeveloping.Fromthebeginningoflife,humanbeingsarerecognizedashavingpassions,curiosityandloveoflearning,andcanbetrustedtodiscoverwhattheiruniquepathofeducationwillbe.Educationisviewedaseducationforlifeforparents,teachers,studentsandincludesalltheintelligences;emotional,mental,physical,spiritual.Thecurriculumisdesignedsoeachareaisfullyexploredandinterwovenwiththeothers.Thereisnohierarchyofintelligenceintheintegralapproach.

Throughoutthecurriculum,thereisrecognitionofthesignificantcontributinginfluencerstoastudent’sgrowthanddevelopment,i.e.,theschool‘sphilosophicalandpedagogicalapproaches,parents,families,teachersandfriends.Theseinfluencesareanintegralpartoftheprogramandareincorporatedinthestudent’seducationalprogram.

PhysicalIntelligencePhysicalintelligenceisseenasfundamentaltoasystemic,integraleducationexperience.Thereisanacknowledgementoftheintegralrelationshipbetweenbiology(earth),chemistry(foods,substances)andphysics(energy)atthecoreofthisapproachtoeducation.Thereisgroundedness,centeredness,consciousnessandconnectionwiththenaturalelements.Someofthecharacteristicsofthedevelopmentofthephysicalintelligenceincorporate:1)timespentinnatureexploringtheconnectionshumanshavewithnature,plantsandanimals,2)attentionpaidtohealthyeatinghabitsandlearningtheimpactdifferentfoodshaveonthefunctioningofthebodyand3)centeredness,bodyandenergyawarenessand‘presence.’Inadditiontoawellcoordinatedphysicaleducationprogram,thissystemic,integralmodelofeducationoffersexperiencesinlearningawarenessthroughthebodywhichprovideanincrementalandexperientialrelationshipwithone’sbodythroughoutthefirst18yearsoflife.Movement,drama,artandmusicareinterwoveninthecurriculumaffording‘embodied’learningandsupportingstudentswiththeconnectionbetweenthephysicalbodyandthemental,emotionalandspiritualareas.

EmotionalIntelligenceTheemotionaldomainplaysarelationalroleintheintegraleducationalprograms.Connectionsareseenthroughout.Peopleareincommunity;theyareincommunication,withthemselvesandeachother;theyarecaringandcaredfor;theyarelearningtheskillstoremainincommunityandcommunication,i.e.,conflictresolution,dialogue,andmediation.Focusisplacedontheexperiencesof:safety,belonging,relationship,love,beingknown,self-expression,responsibility,servingandmentoringotherstosupportthedevelopmentofemotionalintelligenceforeveryonerelatedtotheprograms,i.e.students,teachers,parents,relatedpersonnel.Teachersandparentsareeducatedtobecompassionateofstudentsintheiremotionaldevelopmentandareengagedintheirownemotionalself-discovery.Theschoolshaveageappropriateopportunitiestolearnaboutrelationshipandcommunitybuilding,healthandhumandevelopment,responsibleparenting,dialogue,self-expressionthroughplay,drama,musicandacademiccoursesaswell.Programsaredesignedtogivestudentsopportunitiesfortravel,exploration,serviceandmentoringtomatureanintegralworldview.Thecurriculumcoordinateswiththedevelopmentofthestudents.

Examplesofthesecouldbecommunityserviceprojects,individualexplorationsinareasofinterestthatrequirestudentgeneratedinitiativeandresourcefulness,campingtripsordramatic/musicalproductionthatincludeeveryoneintheschoolandoffertransformativelearningexperiencesinself-expression,interdisciplinaryconnectionsandintergenerationalrelationships.

MentalIntelligenceThenaturalroleofthementaldomainisrespectedintheintegralcurriculum.Mentalintelligenceisknowntoexpandinanenvironmentinwhichstudentsareencouragedtolovelearning,becuriousandfollowtheirpassion.Whenthelearnerisrespected,trustedandhonoredasanindividualandeducatedtothinkandlearnforhim/herself,givenchoicesandresponsibilityforwhatisstudied,thenaturalqualityoflearningisactivated.Studentsexposedtocurriculumthatisexperientialandrelevantcanembodythecontentandthecontext.Thegrowthofmentalacumenisequatedwithtrustingthehumanbeinginhis/hernaturalquestoflearning.

Thereisarecognitionthatthepurposeofeducationistoprovideanenvironmentinwhichtheinherentattributesoftheindividualcannaturallygrowandtakeroot.Humanconsciousnessisrecognizedasanessentialthemeinthegrowthofmentalintelligence.Learningcontenthonorsandreflectsthelearner’sinnerdevelopment.Thedevelopmentofthementaldomainutilizesaneclecticapproachbybringingtogethermaterialappropriateformultiplewaysofknowing.

SpiritualIntelligenceThespiritualdomainplaysacontextualroleinanintegraleducation.Itgivesasenseofcongruencytolife.Studentsareeducatedinwaysthattheirsenseof‘spirit’canshowupintheirlives,i.e.,seeingthemselvesinrelationtoalargerworld,feelingconnectedtothemselves,othersandnature.Theholisticapproachprovidespracticestosupportindividualsgettingmorerelatedtothemselvesthroughinternalexperiencessuchascontemplation,self-reflection,journaling,silenttime,meditation,yoga,exercises,etc.Theintegralcurriculumincludesunderstandingandhonoringtheworld’sreligions,learningthedistinctionbetweenspiritualityandreligionandhavingclarifyingconversationsthatbringpeopletogetherandpromoteinterfaithinclusionasopposedtoexclusionandderisiveness.

Becausethedistinctionbetweenspiritualityandreligionisclearlymadeandacceptedinanintegraleducationalsetting,everyoneisengagedinanexaminationofhis/herlifeanduncoveringthemeaningbeingmadethroughtheeducationalprocess.Thevalueofsilenceandreflectionisseennotas‘religious,’towardabelief,buttowardanessentialdiscovery–therelationshipeachpersonhaswithher/hisownhumanspiritandthatspiritorlifeforcethatsurroundsus.Keytodevelopinganintegralpointofviewisseeingtheconnectionofscienceandspirituality–toexperiencetheaweinbothexpressionsof‘spirit.’

IntegralIntelligenceExtensiveinterdisciplinarymodulesthatfocusthestudent’sawarenessontheinterconnectivityofandreverenceforalllifeareinterwoventhroughouttheintegraleducationalcurriculum.Worldpeace,cooperation,coordinationandunderstandingaremajorgoalsofanintegralworldview.Integraleducationprogramsfocusattentiononhostingeventsandactivitiesthateducatepeopletotransformthewaydifferentreligious,cultural,ethnic,orsocioeconomicgroupsrelatewithoneanother.

Integralpracticesthatdevelopandintegratethephysical,emotional,mentalandspiritualintelligencesaswaysofknowingandbeingintheworldarefoundinthephilosophicalfiberofthecoursework,pedagogicalobservancesandactionstakenintheschools.Thereisaweavingtogetheroftheindividualwithhimorherself,theindividualandthecollective,theinnerandouter,thesilentandexpressive,theabstractandpracticalandthespiritualwiththereligious.

IntegralPracticesTherearemanyintegralpracticestoincludeinanintegralcurriculum.Twoexamplesofpracticesfoundtobesupportiveofintegratingthephysical,emotional,mentalandspiritualintelligencesareyoga(Gates&Kennison,2000;Kramer,1980)andNetworkSpinalAnalysis(NSA)(Epstein,1994)whichwouldbevaluableaspartofanintegralcurriculum.

ConclusionItisnottheaimofthisdocumenttoprovideacomprehensivecurriculumforanintegraleducation.Whatisbeingproposedisthecombiningofmanydifferentapproachestomatchtherequirementsofaperspectiveintegraleducationalcommunity.Theseareexamplesthathaveprovedsuccessfulinresearchedschools.Oneoftheimportantcriteriaforbeinganintegraleducationapproachisthatitisinclusiveofthecircumstances,audienceandcontextforwhichitisbeingcreated.Itiscocreatedbyitscommunity.Students,parents,teachers,andfriendscocreateaneducationalprogramthatallowstheuniquenessofeachstudenttogrowandexpress.

Eachapproachtoholismineducationhasmanyuniquequalitiestocontributetoasystemic,integralmodelofeducation.Inclosing,letusacknowledgeSriAtmanandaandhisson,SriK.PadmanabhaMenon,forreinterpretinghisworkforeducation,Krishnamurti,YoganandaandJ.DonaldWaltersforhisthoroughinterpretationofYogananda’sgiftstoeducation,MariaMontessori,GeorgeFox,SriAurobindoandThe

Mother,JagdishandBhartiGandhiwhobroughtthespiritofMahatmaGandhiandtheworld’sreligionstotheirschoolsandRudolfSteiner,forthedepthoftheircommitmenttoeducation,childrenandtheworldcommunity.Andtothepeoplewhohavedeeplyknowntheintegralexperienceandhavereinterpreteditinawaythatweallcanbenefitbyit.Thankyou.

References

Adams,A.(2006).Education:fromconceptiontograduation–Asystemicintegral approach,http://www.cop.com/wisdompg.htmlEpstein,D.(1994).12Stagesofhealing.SanRafael,CA:AmberAllen.Gates,R.,&Kenison,K.(2000).Meditationsfromthemat:Dailyreflectionsonthepathofyoga.NewYork:

AnchorBooks.Kramer,J.(1980,May/June).Yogaasself-transformation.YogaJournal,RetrievedSeptember,23,2002,

fromhttp://www.mimbres.com/holp/holpath/kramer/kramer4.htm.Tagore,R.(n.d.)SelectedexcerptsofGitanjali.[ElectronicVersion]Retrieved,January,8th,2003 from,http://www.schoolofwisdom.com/gitanjali.html

AnneAdams,PhDisOwner/PresidentofACS.ShehasworkedwithmanyFortune50companiesandeducationalinstitutionsbothnationallyandinternationallyformorethan32years.Shehasdesignedandledindividual,culturalandorganizationaltransformationprogramsthroughintegratingmanydiversemethodologiesandphilosophies….indeep,

systemic,transformationinitiatives-forindividuals,teams,corporations,professionalgroupsandeducationalinstitutions.Shehasextendedherfocusonintegraleducationalpractices–accentuatingtheneedtounderstandandhonortheessentialnatureofhumanbeings,e.g.developing,andconnectingallofourintelligences-mental,emotional,physical,socialandspiritual.

Youcanalsorefertoherwebsiteathttp://integrality.co/

ReflectionsuponNarrativeWritingandtheContemplativeLife

ByGiovanniRossini

My second best book confirmedme in this desire. Thiswas a collection of storiescalledtheGreekHeroes.ItwasmorethanIcoulddotoreadtheVictorianversionoftheseGreekmythsformyself,butFatherreadthemaloud,andI learnedofTheseusandtheMinotaur,oftheMedusa,ofPerseusandAndromeda.Jasonsailedtoafarland,after theGoldenFleece.Theseusreturnedvictorious,but forgot tochange theblacksails,andtheKingofAthensthrewhimselfdownfromtherock,believingthathissonwasdead.InthosedaysIlearnedthenameHespirides,anditwasfromthesethingsthat Iunconsciouslybuiltup thevague fragmentsof a religionandof aphilosophy,whichremainedhiddenandimplicitinmyacts,andwhich,induetime,weretoassertthemselves in a deep and all-embracing attachment tomy own judgement andmyownwill and a constant turning away from subjection, towards the freedomofmyownever-changinghorizons.(Merton,1998,p.12)

Late in the process ofwritingmydoctoral dissertation, I had a revelatorymoment. Iwas perusingmyGrade3 and4workbooks,which I had kept alongwith allmy other school notes fromelementary andsecondaryschoolthroughtouniversityandwhichnowfilledmanyfileboxesathome.AsIexploredtheseworkbooksIbecamefascinatedbytheimagesoftheplanetsIhaddrawnasanineyearold.Amongstthedrawingsinmyworkbookstheseonesstoodoutastheywerecolorfulandclearlydrawnwithenthusiasm.AsIlookeduponthedrawingsoftheyoungJohn,areflectionbegantoemerge.LaterinlifeIwouldstudyphilosophy andhistoryof sciencebecoming fascinatedby the stories of theold astronomers –Ptolemy,Copernicus,TychoBrahe,GalileoandKepler.ManyyearslatermytransitintothesesubjectsnowcyclingbacktomychildhoodwhenIreturnedtomyworkbooks.AcuriousnexusoftheyoungJohnandoldJohnbeginstoemerge;onewhereinthechildhooddrawingsoftheplanetsbytheyoungJohncomeintomeaningwithinthecontextofathesis.Inowbegintoviewthemasaprescientpresenceinmyyounglife;andonesconstituting,followingThomasMerton’sretellingofhisownchildhood,the“vaguefragments”whichwouldlaterinformmyadultlife.

ThenexusoftheyoungandoldJohnwithinthecontextofadoctoraldissertationinholisticeducationwasaccompaniedbyabeautifulrevelationthatmythesisjourneyfounditsearliestexpressioninmychildhood.A child’s enchantment with the creation carrying forth onto the adult’s fascination with the story ofastronomicaldiscovery.Thetransitfromchildhoodtoadulthoodrevealinghowwithinthechildweseethepromiseoftheadultandwithintheadultthelightofthechild.Thechildwhoselightflickeredwithinthepreciousworkbookswhichhehadcaredforontoadulthood.

Ofthepresenceofthechilditsemergencewithinmyinquiryinturnevokingthemesofthespiritualchildwithinholisticstudiesineducation. Notably,Hart’snotionofchildrenas“naturalcontemplatives”(Hart,2004,p.43);DelPrete’s ideaof the “child’s voice” (DelPrete,1990,p.85)orGardner’snotionof “child

mind”(Gardner,2016,p.3)whichalongwithDelPrete’sviewemerges fromtheirstudyof thethemeofchildspiritualityinMerton’swritings.TogethersuchnotionskindredwithMontessori’sideaofthechildas“spiritualembryo”(Montessori,1970,p.18)yetanembryowhich isalsoattunedto thebigpicture–analignmentechoedinMontessori’snotionofcosmiceducation(Miller,2010,p.48)andintheyoungJohn’sfascinationwiththeplanets.

As I travelledmy thesis journeymy revelation also crystallizing observations about themethodologicalcharacterof research inholistic studies in education;notably the intimacyof our storieswith reflectionuponselfandtheroleofnarrativewritingwithinsuchintimacy.Whilemyworkbookswerewitnesstothecosmicchild,theyalsobecamethebasisforadissertationwhichwasconfiguredinpartbyanarrativefirstpersonpresence inadditionto thethirdpersonvoicecommoninacademic inquiry. Reflectingupontheworkbooksforegroundedtherelationofcontemplationwithnarrativewithintheinquiryontotheself;andthe act of narrativewriting in extractingmeaning from such relation. Frommeditations upon a child’sworkbooksthereemergedreflectionsuponthetransitofmylife;andinmythesisIwriteaboutwhatIhadlearnedfrommyworkbooks:

IlookattheplanetsthatIhaddrawninmyGradeFourworkbookandreflectuponthewordsIusetodescribethem.InthemarginsIhadwritten“Lookbackforsizeetc”andponder themetaphorical prescience of thosewords. Years laterwithin the context ofdoingadoctoraldissertation I “Lookback”ontomynarrative inorder toarc forwardontoinquiry.(Rossini,2018,p.202)

Merton’s“VagueFragments”BuildingtheBigPicture,1966MyGradeFourWorkBook

My workbooks remained unseen for decades, yet within them were present the “vague fragments” –primordial witnesses to awareness which waited to be uncovered. Within them lay nuggets whosepotentialaschannelstowardsselfreflectionstoodapartfromhowIhadbeenschooledintheuniversity.As a younguniversity student I had also studiedphilosophy specializing inmetaphysics, yetmy studiessoughttoknowtheworldwithinareductionistparadigminwhichcontemplativeapproachestoknowingthroughtheengagementwiththeartsornarrativewritinghadnoplace.Withinsuchparadigmtherewasnoroomfortheembraceofthecomplexityandmysteryofcreation;orforreflectionupontheselfthatwasethicalandnotanalytical.YearslaterIreflectuponthoseearliertimesandponderthoughIhadknowledgeoftheworld,Ilackedwisdom;andamremindedofSriRamanaMaharshiwhowrote

Whatistheuseofknowingabouteverythingelsewhenyoudonotyetknowwhoyouare?Menavoidthisenquiryintothetrueself,butwhatelseistheresoworthytobeundertaken?(Maharshi,n.d.)

For contemplativewriters like SriRamanaandMerton tobewith the self is theultimate epistemic andethicalgoal.Thoughwemayknow,SriRamanaremindsus thatthecoreofsuchknowingisincompleteifwedonotreflectuponthecharacterofourauthenticself.ForMerton,thetrueselfisthe“scintilla animae”– the sparkwhose character is “a selfbeyondall ego…that transcends all division” and the purpose ofeducation(Merton,1979,p.9).FortheyoungJohnthescintillaeexpressed within a workbook whose light, captured within achild’s reflections upon the planets and stars, flickered unseenuntilitshonewithinthelightofnarrativeretelling.

Ourlivesarewitnessedbyourstoriesandnarrativewritingisapowerfultooltobegintounpacksuchwitnessing;andinsodoingcasting light onto the character of the scintillae that configuresour true selves. Narrative writing nurtures contemplationchannelingusontothecharacteroftheselfwhilesimmeringthemindupontheexistentialquestionsoflifefromwhosereflectionsuponwefindmeaning.

SusanSchillerobserveshowwriting,ifitistobeaplaceofcreativevitality,“needstobe[an]activitybasedand connected to something in the writer’s world that allows the writing to be both desirable andworthwhiletothatperson”(Schiller,2014,p.x). Inmyjourneythatactivitywasnarrativewritinganditsconnectiontomyworldconfiguredbyachild’sworkbookandexperiencesofschoolinginparticular;andotherencounterswithartandartmakingingeneral. Withsuchencountersnarrativewritingbecomesawitnessingofstory;andonewhichnurturescontemplationtowardsthescintillaoftheauthenticselfwhichresideswithinus.

TheAstronomer

Whilemythesis journeywasmarkedbytherevelationofhowits transit found itsearliestexpression inchildhood;itsjourneywasalsomarkedbyasecondrevelationoftheintimacyofnarrativewritingwiththecontemplative life. By embracing narrative I began to travel the contemplative journey onto the self; ajourney of the young Johnwith the old Johnwhichwould not have beenwere it not for the childwhoponderedtheplanetsandcaredforhisworkbooks.

ReferencesDelPrete,Thomas.(1990).ThomasMertonandtheeducationofthewholeperson.Birmingham,AL: ReligiousEducationPress.Gardner,Fiona.(2016).Theonlymindworthhaving.ThomasMertonandthechildmind.Cambridge,UK: TheLutterworthPress.Hart,Tobin.(2004).Openingthecontemplativemindintheclassroom.JournalofTransformative Education,Vol.2No.1,January200428-46.doi:10.1177/1541344603259311Merton,Thomas.(1979).Loveandliving.N.Burton&BrotherPatrickHart(Eds.).SanDiego,CA:AHarvest Book-Harcourt,Inc.Merton,Thomas.(1998).Thesevenstoreymountain.Orlando:AHarvestBook-Harcourt,Inc.Miller,JohnP.(2010).Wholechildeducation.Toronto:UniversityofTorontoPress.Montessori,Maria.(1970).Thechildinthefamily.(NancyRockmoreCirillo,Trans.).Chicago:Henry RegneryCompany.Rossini,GiovanniAntonio(2018).“Summonsestoawareness:”Ameditationuponwisdomandartfulinquiry. (Unpublisheddoctoraldissertation).UniversityofToronto,Toronto,Canada.Schiller,SusanA.(2014).Sustainingthewritingspirit.Lanham,MD:Rowman&LittlefieldEducation.SriRamanaMaharshi.(n.d.).Retrievedfromhttps://www.musingmind.org/the-altruism-of-introspection/

AppendixA:ListofIllustrationsMerton’s“VagueFragments”BuildingtheBigPicture,1966.Photographofpagefrom G.Rossini’sGradeFourworkbook.c.1966.PhotographbyG.Rossini.Reprintedfrom“Summonsesto awareness:”Ameditationuponwisdomandartfulinquiry (p.207),byGiovanniAntonioRossini(Unpublisheddoctoraldissertation).UniversityofToronto, Toronto,Canada. TheAstronomer.Pisano,Andrea&Assistant.(1341-48).Gionitus,Thebeginningofastronomy.TheOpera delDuomoMuseum.Florence,Italy.PhotographbyG.Rossini.Giovanni Rossini is an independent researcher whose interests traverse the terrains of contemplative studies ineducation,philosophy,aestheticsandthehistoryofscience.Hislatestprojecttravelledontotheterritoryofwisdomandponderedhow itspromise isonewhich flowers fromwithinourselves throughtheunityof thepersonalandartful. Crossing this terrain was the subject of Giovanni’s doctorate from OISE/University of Toronto which hecompletedin2018.

OnExhibit:KeesBoeke’sHolisticEducationVisionofHead,Hart,andHands

ByKrystynaHenke

Recently,IhadtheopportunitytovisittheNationalEducationMuseumintheNetherlands,acountrywheretherighttofreedomofeducationhaslongbeenenshrinedinitsconstitution,leadingtoasocietywithavarietyofgovernment-fundedschoolsconsistingofvastlydifferingeducationalphilosophies.Asmall

exampleoftheseeminglyfertilegroundintheNetherlandsforeducationalexperimentationcanbefoundintheegalitarianandprogressiveschoolfoundedbytheearly20thcenturyDutchreformpedagogueKeesBoekein1926,calleddeWerkplaatsKindergemeenschaportheChildren’sCommunityWorkshop.Inthe1930s,Boeke’sschoolbecameahavenforanumberofJewishrefugeesfromPoland(EncyclopaediaBritannica,2018).AfterWorldWarII,itwasalsoattendedbyanumberofchildrenfromtheDutchroyalfamily,namelythoseofQueenJuliana,whovaluedthecreativeandartisticfreedompracticedattheschool(Rietveld-vanWingerden,2008).Althoughlater,accordingtoresearchbyHooghiemstra(2013),QueenJulianaindicatedthatshehadsomemisgivingsandsheswitchedherthreeeldestdaughters,Beatrix,Irene,andMargriet,toadifferentlearningenvironment.

WhileperusingtheexhibitsattheMuseum,whichishousedinaspacious,three-storyhistoricbuildinginDordrecht,theoldestcityintheNetherlands(‘tJong,2018),IwasintriguedtocomeuponclassroomfurniturethathadbeenmadebychildrenfortheirownuseinBoeke’sschool.Anicelyfinished,handmadewoodenchairwasperchedatopaglassdisplaycase.ItispartoftheMuseum’svastcollectionofmorethan390,000artifactsthattellsastoryofthecountry’shistoricaltrajectoryofeducation.Books,documents,photographs,teachingmaterials,schoolfurnitureandwritingparaphernaliaillustratethevarioustwistsandturnsofschoolingsincearoundthe17thcentury(VanBuren,2018).Inthisparticularsectionofthepermanentexhibit,althoughplacedwithinalargercontextofaninternationalmovementofeducationreformandprogressiveapproachesbyMontessori,Parkhurst’sDalton,PeterPeterson’sJenaplan,andRudolfSteiner’sFreeSchoolmovement,thefocuswasonWesternEuropeaneducationreformers,suchastheBelgianOvideDecroly,theFrenchmanCélestinFreinet,andKeesBoeke(Los,2012;NationaalOnderwijsmuseum,2015).NoteworthyisthattherewasgreatinterestintheNetherlandsformanyoftheschoolsdevelopedbypreviouslymentionededucationalpractitionersandthinkers.TheMuseum’sdirector,TijsvanRuiten,underlinedthatitwastheconstitutionalguaranteeoffreedomofeducationthatmadetheNetherlandsanattractivecountryforeducationreformerstotryouttheirideas,emphasizingthattheMontessorimethod,amongothers,wassuccessfullyintroducedtherebytheItalianphysicianandpedagogueMariaMontessoriforthatreason(Marreveld,2016).

WhileBoeke’simmediateimpactislimitedtojustoneschool,asopposedtothewell-knowneducationalsystemssetupbyanumberofhiscontemporariesinEuropeandintheUnitedStates,hisvisionforeducationandtheschoolhestartedareworthwhileremindersoftheimportanceofcriticallychallengingschoolingthatmaynotnecessarilyservechildren’sbestinterests(Chomsky,2003).Boekewasanoutspokenpacifistandfeltstronglythatsocietyshouldhaveequitablerelationswithallofitsmembers.Hedisavowedthehierarchicalpowerstructuresintraditionalschools(Burgers,2017).WhatstruckmewasthatBoekehadbeenabletoconvinceQueenJulianaoftheNetherlandsofthesevalues.AphotoofayoungPrincessBeatrix,longbeforeshetookoverfromhermotherandbecameQueenoftheNetherlandsherself,showsherhappilylookingatthecameraandcarryingacarpetbeaterandacarpetinherhands,asshealongwiththeotherpupilswereresponsibleforhouseworktokeeptheschooltidy(Los,2012).Thiswas

partofthetrainingforanegalitariancommunitythatBoekesoughttobuildthroughhisschool.InresponsetohisQuakerideals,hehopedtoachievesocialjusticeandpeaceasamicrocosmofthevisionheheldforthelargersociety.Hesawhisschoolasanextensionofthefamilyinwhichchildrenwouldparticipateasequalmembers,takeresponsibility,andbeinvolvedinthedecisionmakingprocess.AccordingtoBurkeandKönings(2016),

DeWerkplaatswasfoundedthrougharejectionofdominantmodesofeducationaltheoryandpractice,whichregardedthepupilasthepassivereceiverofknowledge,alwaysdependentontheauthoritativeteacher.Itsalternativevisionwasonewhereknowledgewascreatedtogetherinaprocessofcommunalliving,wheredisciplinewasbroughtaboutthroughanatmosphereofself-directionandsocialresponsibility,andwherecooperationwastheguidingprincipleofeducationalrelationships.(pp.722-723)

Anabsenceofexamsandamixingofdailyhouseholdtaskswithacademicandculturalexplorations,initiatedbythechildrenthemselves,aresomeofthecharacteristicsthatmarkthisschool,whichisstillinexistencetoday.Itsholisticvisioniscapturedbytheschool’sarticulatedfocusonhelpingtobuildaworldfullofpossibilitieswith“head,hart,andhands”(DeWerkplaatsKindergemeenschap,n.d.).Intheclassroom,Boeke,whorejectedtheuseoftextbooks,hadthechildrencreatetheirownlearningmaterials,whichwerepublishedintheschoolpaper(Rietveld-vanWingerden,2008).Teacherswereavailableforassistance,ifnecessary.InBoeke’sschool,hedidnotwantlearningtohappensolelyonanintellectuallevel.Listeningtomusicandcaringforanimals,alongwithcookingandengaginginsportswereallvaluedactivitiesthatthechildrenwereencouragedtopursue.Boeke’svisionwastoallowchildrentodevelopfreelybylettingthemexploreandhavingthembuildontheircreativeimpulses(Rietveld-vanWingerden,2008).Hefeltthatifchildrenlearnedtointegratetheintellectualwiththeemotionalandthepractical,thenasadultstheywouldbeabletoachieveapeaceful,democraticsociety.InBoeke’s(1957)ownwords:

Nodifferenceofnationality,ofrace,creed,orconviction,ageorsexmayweakenoureffortashumanbeingstoliveandworkforthegoodofall.

Itisthereforeanurgentneedthatweall,childrenandgrownupsalike,beeducatedinthisspiritandtowardsthisgoal.Learningtolivetogetherinmutualrespectandwiththedefiniteaimtofurtherthehappinessofall,withoutprivilegeforany,isacleardutyformankind,anditisimperativethateducationshallbebroughtontothisplane.(p.51)

Boeke’sbeliefwasthatholistic,non-coerciveandnon-hierarchicaleducation,ledbythechildrenthemselvesandthusfosteringindependence,couldleadtoharmonyandsocialjusticeforall.

ReferencesBoeke,K.(1957).Cosmicview:Theuniversein40jumps.NewYork:TheJohnDayCompany.Burgers,A.(2017,September22).KeesBoeke(1884-1966).Didactief.Retrievedfrom https://didactiefonline.nl/artikel/kees-boeke-1884-1966Burke,C.,&Könings,K.D.(2016).Recoveringlosthistoriesofeducationaldesign:Acasestudyin contemporaryparticipatorystrategies.OxfordReviewofEducation,42(6),721-732.doi: 10.1080/03054985.2016.1232244Chomsky,N.(2003),Thefunctionofschools:Subtlerandcrudermethodsofcontrol.InK.JSaltman&D.A. Gabbard(Eds.),Educationasenforcement:Themilitarizationandcorporatizationofschools (pp.25-35).NewYork:RoutledgeFalmer.

DeWerkplaatsKindergemeenschap,(n.d.).Visie[website].Retrievedfromhttp://www.wpkeesboeke.nl EncyclopaediaBritannica.(Eds.).(2018).KeesBoeke:Dutcheducatorandauthor.Retrieved fromhttps://www.britannica.com/biography/Kees-Boeke#Hooghiemstra,D.(2013).Degeestindithuisisliefderijk:HetlevenendeWerkplaatsvanKeesBoeke(1884- 1966).Amsterdam:DeArbeiderspers.Los,E.(2012).Decanonvanhetonderwijs.Amsterdam,Netherlands:Boom.Marreveld,M.(2016,November2).Onderwijsmuseumispareltje.Didactief.Retrievedfrom https://didactiefonline.nl/artikel/onderwijsmuseum-is-pareltjeNationaalOnderwijsmuseum(2015).Geschiedenisvanhetonderwijs.Retrievedfrom https://www.onderwijsmuseum.nl/files/2015- 06/1433850529_geschiedenis_van_het_onderwijs_versie_juni_2015_.pdfRietveld-vanWingerden,M.(2008).Eenkoninklijkspoor:DewerkplaatsvanKeesBoeke.Lessen:Periodiek vanhetNationaalOnderwijsmuseum,3(3),33-35.‘tJong,H.(2018).DedageraadvanHolland:Degeschiedenisvanhetgraafschap1100-1300.Utrecht, Netherlands:Omniboek.VanBuren,L.(2018).HetNationaalOnderwijsmuseum.InL.vanBuren&K.Rouw,de ‘Hollandvan1859’:VankantoortotNationaalOnderwijsmuseum.Dordrecht, Netherlands:StichtingHistorischPlatformDordrecht.

KrystynaHenkeisaPhDstudentinEducationalStudiesatBrockUniversityinOntario,Canada.Herdoctoralresearchfocusesonmusiceducationinrefugeecamps.BorninEuropeandpartiallyhomeschooled,sheattendedelementaryandsecondaryMontessorischoolsintheNetherlands.KrystynaholdsanundergraduateliberalartsdegreefromSarahLawrenceCollege,NewYork,aswellasgraduatedegreesfrominstitutionsinToronto,Canada:aMasterofArtsinethnomusicologyandmusicologyfromYorkUniversityandaMasterofJournalismfromRyersonUniversity.In2017,drawingonpoetry’sevocativelinktoimageryandemotion,shepresentedasessiononTeachingandLearningLikeaPoetatthe2ndInternationalHolisticTeachingandLearningConferenceinAshland,Oregon.

EcotherapyineducationandlifeByE.D.Woodford

Recently,IwascleaningupthedocumentsonmycomputerandIcameacrosssomeassignmentsfromapsychologycoursethatIhadtakenadecadeago.Inparticular,thepsychologycourseexaminedourenvironmentandwhatrolethatmayplayonourwellbeing.Rereadingtheassignmentsandsomeofthearticlesmademethinkabouthowmyownlifeasaneducatorhaschangedwithnatureasanintegralpartofeach

day.Oneassignmentstoodouttome,thepsychologyofyourenvironment.Inthisjournalingassignmentwewereasked:

Whenyouarefeelingtired,bored,angry,orexperiencingsomeotherunpleasantemotionthisweek,spendsometimewithMotherNature.Takeawalk.Rideabike.Scalearock.Youdecide.Respondtothefollowingquestionsina5-10minutewrite.

1. Whatdidyoudo?2. WhatdidyouthinkaboutwhileyouwerecommunicatingwithMotherNature?3. Howdidyoufeelduringandaftereco-therapy?

Lastyear,IparticipatedinClassroomstoCommunitiesworkshopintheWestKootenaysofBritishColumbiasponsoredbytheColumbiaBasinEnvironmentalEducationNetwork.Thisworkshopbroughttogether100communityandclassroomeducatorstolearn,networkandcollaborateonstrategiesandideasforbringinglearnersoutoftheclassroomandintothecommunityandnature.Throughaseriesofactivitiesthreadedthroughouttheday,weengagedinlearningfromothersandourselvesandleftwithatleastaseedplantedforadirectiontotakeinaccomplishingthegoalofincorporatingmorenatureintoeducation.Acommonconversationamongstattendeeswasthatwhileweneedmorenaturewithourlearners,wemayalsoneedmorenatureinourpersonallives.Whatisecotherapy?ATherapyTodayarticlestates“ecotherapyisaboutthehealingandpsychologicalbenefitsofbeinginnatureandnaturalsettings”(Jordan,2009).Havingexperiencedmanybenefitsofnatureinmyownlifeledmetolookateducationaltrends.Currenttrendsineducationrefertonatureschools,natureeducation,outdoorplaybasededucation,andevenforestschools.Regardlessofthegeographicallocationofthelearningspace,it’soutdoorsanditinvolveseducatorswhoguidelearnerstoinquire,wonder,askquestions,andinvestigatetheiroutdoorlearningspace.Learnersarebuildingarelationshipwiththelandandpositivelyaffectingnotonlytheirlearning,buttheir“humanperception,emotions,behaviourandcognition”(Jordan,2009).Ecotherapyisnotonlybeneficialforthelearner,butfortheeducatorandthiswasquitenoticeableduringmycourseandtakingadvantageoftheassignmentsandinterpretationsthroughpsychologicaltheory.Inreflection,learningaboutecotherapyasapsychologicaltoolkickstartedmyre-engagementwithnatureoveradecadeagoandhasshapedmycurrentpath.Asaneducatorandasahomeschoolparent,ourwayof

lifehaschanged.Presently,livinginacabininthewoodsweareabletoconnectwithnature,harvestfromourgarden,preservefoodforwinterandrelishinoutdooractivitiesonawhim.Howisnaturepresentinyourlife?Whetheryouareinaworkshoporotherprofessionaldevelopmentactivity,therearenumerouswaystoincorporatenature.Simplythroughmovementbreaksduringtheday,oractuallyincorporatingthelearningspacetobeoutinnature.Anintriguingclosingactivitymightbetoaskeducatorstodescribeonegoalfromtheirlearning.However,diggingdeeperilluminatesabetteridea.Whynotdescribeoneactivityoraccomplishmentthatyoucancelebratethatengagesnatureineducationandlife.Theresultwhenyouask100educatorsisonehundredaccomplishmentstocelebrateandlearnfromwithdepth,innovationandinspiration!Onafinalnote,IinvitereaderstoparticipateinanactivityforthenextissueofTheHolisticEducator.Chooseoneorboth!

1. SpendtimeinMotherNatureandrespondwitha5-10minutewriteansweringthefollowingquestions:Whatdidyoudo?WhatdidyouthinkaboutwhileyouwerecommunicatingwithMotherNature?Howdidyoufeelduringandaftereco-therapy?Emailyourwriteforpublishing(anonymousifyouchoose).erin.woodford@uleth.ca

2. Celebratesomethingyouhaveaccomplishedrecentlyasaneducatorinanature.Emailmeyourcelebrationforacompilation.erin.woodford@uleth.ca

ReferenceJordan,M.(2009,April).Backtonature.TherapyToday.Retrievedfromhttps://static1.squarespace.com/static/52d4fafbe4b093a3faf4bffd/t/52f2020ae4b080c60b257461/1391591946696/Therapy_today_article_on_ecotherapy.pdf

E.D.WoodfordgraduatedwithaBaccalauréatenÉducationfromtheFacultéSaint-JeancampusoftheUniversityofAlbertaandaMastersofArtsfromtheSelfDesignGraduateInstitute.Ahomeschoolmom,researcher,writerandexplorerofherMétisheritage,shecurrentlyspendstimebetweenBC,Saskatchewan,AlbertaandthePacificNorthwestwritingpoetryandcontemplatingwhatherPhDquestionmaybe.AformerPrincipal,currentlyfacultyinIndigenousStudieswiththeCollegeoftheRockiesandtheUniversityofLethbridge,sheispassionateaboutmakinglearningmeaningfulandrelevant.

1.RecentlyPublishedBooks

TeachingwithCompassionofferspracticaltoolsandstrategiesdesignedtohelpeducatorsfosteracultureofcareandcompassionintheirteaching.Thebookiswritteninsimple,accessiblelanguageandisintendedforexperiencedandnoviceeducatorsatalllevelsandinalltypesofeducationalsettings.Organizedaroundaneight-point“TeachingwithCompassionOath,”thebookdrawsonreallifeexamplesandexercisestodemonstratethepowerandpotentialofteachingfromtheheart.TeachingwithCompassionissuretostimulateinquiry,provideongoingmotivation,andpromotereflectivedialogueamongeducators.

Giventhecurrentpoliticalclimateofanimosityandintolerance,aswellasthearrayofsocialproblemsthatstudentsconfrontonadailybasis,compassionateactionisneededmorethanever.Educatorscannotfullyshieldstudentsfromtheharshrealitiestheyface;however,theycanprovideasupportiveandaffirmingatmosphere.TeachingwithCompassionismeant

tohelpteacherscultivatesuchaneducationalenvironment.

TEACHINGWITHCOMPASSION:ANEDUCATOR’SOATHTOTEACHFROMTHEHEARThasjustbeenpublishedbyRowmanandLittlefield.YoucanpurchaseitdirectlythroughRowmanandLittlefield(usecouponcodeRLEGEN18togeta20%discountfromthepublisher).

2.ConferencesofInterest:

The6thannualContemplativePracticesforHigherEducationConferencewillbeheldonFridayandSaturday,March8-9,2019hostedbyJamesMadisonUniversityinHarrisonburg,VirginiaattheHotelMadison.KeynotespeakersonFridaywillincludeMichaelYellowBirdandJudithSimmer-Brownandahalf-daycontemplativeworkshopwillbeledonSaturdaybyJoanneBraxton(moredetails).

Theconferenceisnowacceptingproposalsthatrepresentthebestcontemporaryusesofcontemplativepracticesinthefollowingareasofhighereducation:teaching,research,service,leadership,andsupport.Wehopetoshareinsightsfromadiverserangeofscholars,practitioners,educators,administrators,coaches,consultants,thought-leaders,students,andotherprofessionals.

Submissionswillbeexploredduringtheconference'sFriday,March8,2019sessions(panels,presentations,round-tablediscussions,workshops,andpapers).ThedeadlineforsubmissionsisNovember12,2018.Learnmoreaboutsubmissionrequirements,here:http://www.jmu.edu/cpc/submissions.shtml

ThisconferenceistheannualmeetingforC-HEARTS,theContemplativeHigherEducationAllianceforResearch,Teaching,andService:Mid-AtlanticRegion.Submissionsandconferenceattendanceareencouragedforinterestedpartiesfromacrossthecountryandaroundtheworld.Agreatlyreducedstudentregistrationrateisofferedtohelpencouragegraduateandundergraduatestudentstoattendtheconferenceaspresenters,co-presenters,andattendees.

SharedonbehalfoftheCPHEConferencePlanningCommittee.http://www.jmu.edu/cpc/index.shtml

TheCentrefortheAdvancementofTeachingandLearningattheUniversityofManitobaisdelightedtohosttheSocietyforTeachingandLearninginHigherEducation(STLHE)2019AnnualConferenceattheRBCConventionCentreintheheartofdowntownWinnipegfromJune11–14,2019.

Weinviteyoutoparticipateinthe2019STLHEAnnualConference.Thisyear’sconferencethemeisGuidingtheJourney:Learner–Teacher–Learner.

Theonlinesubmissionsystemisavailablenowforproposaluploads.Allsubmissionsmustbereceivedby11:59p.m.(Centraltime)onThursdayJanuary10,2019.

ForquestionsabouttheCallforProposalspleaseemail:program@stlhe2019sapes.ca

Formoreinformationabouttheconferencegototheirwebsiteathttps://stlhe2019sapes.ca/

3.InterestingOnlineResourcesandWebsites

A.WewouldliketointroduceyoutoamonthlyblogonWellness.ItwascreatedbyanEducationforSustainableWell-beingSummerInstitutestudentattheUniversityofManitoba,asherfinalassignmentafterthistwoweekeighthourintensiveinstitution.HernameisMeghanRauchandsheisateacheratacityhighschool.Thenameoftheblogis:

TheTeacher'sApocalypseThrivalBlog

“Thefocusoftheblogisonteacherandreallyanyadultworkingwithinourschoolsandtheirwellbeingasameanstopromoteawhole-schoolpositiveandwellenvironment.Ifyoudecidetostickaroundforthejourney,Iwillbepostingoneblogpostatthestartofeachmonththatwilltouchonanelementofwellbeing.Afewtopicsinclude:flourishing,mindset,simplicity,variousScandinavianphilosophiesandmuchmore.Iwillalsoincludelinkstosites,videosandadditionalresourcesthatyoucanexploreshouldyouwishtogodeeperintoeachmonth’stopic.Soifyourpersonalandprofessionwellbeingisapriorityforthisschoolyear,Iencourageyoutocheckineachmonthandjointheconversation!”Togettothebloggoto:

http://madamerauch.weebly.com/the-teachers-apocalypse-thrival-blog

AndifyouwanttobeaddedtoMeghan’sreminderemaillist,youcansendheranemailatmeghan.rauch@7oaks.org

B.ContemplativeCommunityBuildingToolkitWe hope that t he toolkit will support the continued development of living and learning environments that support inquiry into meaning, purpose, and action.

The toolkit is organized into six sections, reflecting common phases and challenges:

1. Intention (Laying the Groundwork) 2. Invitation (Creating a Welcoming Community) 3. Sustainability (Building a Sustainable Community) 4. Meetings and Events 5. Conflict Transformation 6. Connecting the Dots (Being Part of a Larger Movement)

Findcopyathttp://www.contemplativemind.org/communitytoolkitYoucanalsogotoTheCenterforContemplativeMindInSocietytojoinandgettheirnewsletterathttp://www.contemplativemind.org/

C.MeetingwithRemarkableEducatorsPodCastAbout the most remarkable educators changing paradigms of learning-|-

A podcast showcasing the work, insights, & inspiration of educators dedicated to the whole child. New episodes will be released biweekly, on alternating Tuesdays.

We, the producers and participants, sincerely believe that these interviews contain critical elements for social justice. We trust that everyone who cares for and about children, education, and the actualization of social well-being will grow in valuable and often unexpected ways through listening to Meetings with Remarkable Educators.

Here are episodes of the holistic educators that have already been interviewed.

1. Jack Miller 2. Demetri Yound 3. Marni Binder 4. Paul Freedman 5. Philip Snow Gang 6. Tobin Hart 7. Four Arrows 8. Yoshi Nakagawa 9. Sam Crowell 10. Josette Luvmour 11. Ron Miller 12. David Marshack

Find them at https://www.remarkable-educators.com/podcast

4.CallforSubmissions

TheHolisticEducatoristhenewsletterfortheHolisticLearningandSpiritualityinEducationCommunityofEducators.Itispublishedbi-annuallyinanelectronicformatandaddressesissuesofinteresttoourcommunitymembers.Wewelcomescholarlycontributions,bookreviews,andprofessionalannouncementsfromourmembersonanyaspectofholisticeducation.Ifyouwouldliketosubmitanessayorarticleofabout3000wordsorlesstobeconsideredforpublicationinthenewsletter,oranyannouncementssuchascallforpapersorpromotionalmaterialforprograms,pleasesendanelectroniccopytoGaryBabiuk,gary.babiuk@umanitoba.caORtoSusanA.Schiller,Schil1sa@cmich.edu.Forscholarlywork,pleasefollowMLAorAPAstyleandincludeaworkscitedpage.Besuretogiveyourinstitutionalaffiliationandallcontactinformation.

5.InfluentialReads

Wearestillacceptingsubmissions.ThiscolumnintheNewsletteroffersareviewofbooksthathavesignificantlyinfluencedthecontributor’sthinkingoveraperiodoftime.WehopetomakethisapermanentfeatureoftheNewsletterandinviteyoutosenduptofivetitlesofbooksthathaveimpactedyourlife.Pleaseprovideanannotationoftwoorthreesentencesthatwillinformourreadershipofthebook’scontents.Youarenotlimitedtobooksabouteducation.Wesimplyaskthatyourchoiceshavebeenimportantinshapingyourlife.PleasesendyourreadinglisttoSusanA.SchilleratSchil1sa@cmich.edu.

6.GrowingourCommunity

Wecurrentlyhaveapproximately200memberswhoreceivethenewsletter.Wewouldliketodoublethisnumberoreventripleitifpossible.Thisgoalmaybeeasilyachievedifeachofyourecruitsoneortwopeoplewhoshareourinterests.Pleasesendusemailaddressesoffriendsorcolleagueswhohaveagreedtoreceiveournewsletter.Wewilladdthemtoourmailinglist.Let’sgrowourcommunity!

SpecialNote

TheeditorswouldliketothankTrudyBais,TechnologyAdministratorintheFacultyofEducationattheUniversityofManitoba,forheradviseandassistanceinformattingtheHolisticEducatorNewsletter.ThanksTrudy,thisbouquetisforyou.

fall 2018 volume 29, issue 1 the holistic educator...fall 2018 1 volume 29, issue 1 welcome to the...

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