A Holistic Education System
There are many thoughts about how to make education more effective, holistic, or multi-faceted. The Holistic Education System described below is a specific, structured approach to education which addresses the whole being and engages learners in such a way that their competency with the subject of the training is optimized. It has been researched and developed over the last 30 years by members of our team.
Objectives: For the individual learner (we use the term ‘participant’), the result of Holistic Education will be a joyful learning experience and enthusiasm for the subject taught. The participant will complete the training feeling balanced, peaceful, expanded, and confident with the new information.
The purpose of Holistic Education is to raise participants’ learning performance in six primary areas:
- Speed of assimilation.
- Comprehension of new information.
- Creativity in applying new information.
- Retention of what was learned.
- Ability to communicate what was learned.
- Practical and innovative application of new ideas.
We are asserting that this Holistic Education method will consistently improve all of these performance areas, regardless of the subject being taught.
Methodology: This method can be utilized in retreat settings, traditional classrooms or corporate trainings with equal success, provided the complete method is used. The training is structured into experiential segments which relate to key components and focus elements. In this Holistic Education system, the activities offered are designed not only to teach information, but to engage the participant in significant, additional ways. It is these additional components which facilitate the objectives.
In contrast to traditional educational models, this system requires participants to design their own course, by selecting and scheduling their activities from within the carefully considered options, structure and choices offered for the particular training. Selecting their own course components helps to increase the participant’s engagement in the training. In some cases it may be advisable to provide counseling to help a participant make these choices.
Components: The system contains five essential components which will serve to facilitate success in achieving the performance objectives. Each one of these components must be included in a course.
Energetic Levels: The preparation for learning must engage the participant on at least four energetic levels: spiritual, mental, emotional, and physical. Unless all four energetic levels are active and in alignment, any learning will be inconsistently applied in life, resulting in impotent application.
Application Skills: These skills allow a participant to apply the learning to life. They include five teachable and measurable skills:
- creativity,
- communication
- group co-creativity
- intuition
- abstract application
Specific activities will engage and enhance these individual skills. The first four application skills are required in the preparation phase of the training. The last, Application of New Ideas, is addressed in the final phase of the training. Information The informational component of the training will always include (to the degree possible) a multi-sensory presentation which engages the participant with visual, auditory, kinesthetic, experiential and participatory stimulation.
Nutrition: Integral to a learning experience is healthful nutrition which engages people on all four energy levels and essentially, makes learning possible. This can be achieved most easily in a retreat setting where a balanced and healthy buffet menu can be provided. In some cases, menus can be customized for individual needs. In other settings, such as schools or corporate settings, it may be possible to offer meals or snacks such that participants have the opportunity to sustain the body nutritionally.
Environment: Care is taken to provide a safe, aesthetic, and calm environment for all activities so focus, attentiveness and retention can be achieved.
Course Structure: This Holistic Education System is structured into three phases: preparation (the longest phase), information, and application.
The Preparation Phase: The energetic and application focus areas are designed to balance and stimulate the participant. Information related to the specific instructional topic may or may not be included in these activities. This extended preparation phase is intended to bring the participant into a state of readiness for learning information, by engaging and balancing the individual in each of the energetic levels and enhancing each of the application skills.
Training Activities: Activities which are designed to engage one or more of the energetic or application focus elements are utilized to bring about this balance. The participant will choose from a menu of activities so that each focus area is addressed.
Energetic Focus: It is important that each application focus be engaged at least twice in each training course or twice a week for longer instructional formats.
The Informational Phase: When participants have prepared for learning by completing the above activities, they are presented with a ‘lesson’ in the more traditional sense. However, within this methodology, care is taken to include a multi-sensory presentation of information, including visual, auditory, kinesthetic, experiential and participatory presentation, to the degree possible.
The Application Phase: Once the Information has been presented, this phase is designed to summarize what has been learned, with emphasis on innovation, co-creativity and practical application. Activities and instruction during this phase will also stimulate abstract application of the information presented and can include testing, individual presentations or group presentations.
Conclusion: We assert that during the informational and completion components of the training, instructors will readily observe that the six learning performance objectives have been met. Participants will quickly assimilate and retain information, and will be well prepared for individual and group contributions when called upon, in vivid contrast to their counterparts in more traditional classrooms or training which lack the preparation and application components. We feel that further study of this method will prove that learning objectives for all types of subjects are enhanced with this system.
Further, organizations, companies and educational institutions will all benefit from incorporating the system into their programs.