Can Holistic Education Solve the World’s Problems: A Systematic Literature Review

Round 1

Reviewer 1 Report

Orginal and interesting paper on the literature review of holistic education.

I have the impression that the title is not reflected in the abstract and the paper in some way.

Good literature review. I would suggest maybe a conceptual deepening of humanistic, holistic and post-humanist education or systems of thought.  For the the problematic part has to do with post-humanism, developed next to or just after humanism. Post-humanism is too controversial  and should be better discussed. Are we talking about posthumanism in philosophy, education sciences, technology and management (see Musk, for example and other business entrepreneurs). This should be clarified.

The methodology is correct and clear.

The limits of the research is correctly done.

I would suggest clarifying the concept of post-humanism because it is used with so many meanings. Here you could focus better on education.

For me the features of the holistic education is not clear, especially how you combine humanistic education and post-humanistic education. A clarification of post-humanistic is necessary. How different is from postmodernism, on the other hand?

Why not ecology in lieu of post-humanism?

Comments for author File: Comments.pdf

Author Response

Reviewer 1

Firstly, the authors want to thank your contribution to our paper. We really appreciate you taking the time to share your experience with us.

Original and interesting paper on the literature review of holistic education.

I have the impression that the title is not reflected in the abstract and the paper in some way.

Response:

It was corrected

Abstract: UNESCO argues that a holistic approach to education is essential to address global development challenges. However, what empirical evidence do we have about holistic education practices? This study aims to review empirical research on holistic education.

Introduction. In this study, holistic education is defined as an education that focuses on whole-person development, with an emphasis on humanistic and post-humanistic ideas of environmental education, and the interconnectedness of all living and non-living eco-systems on Earth. Holistic education has been extensively described at the theoretical level [4, 7,28 - 41]. Furthermore, UNESCO states that:

education alone cannot solve all development problems, but a humanistic and holistic approach to education can and should contribute to the realisation of a new model of development [42] (p. 10).

The question is, how does holistic education contribute to solving the world's global development problems? What do we know about the empirical outcomes of holistic education practices? In which contexts is research on holistic education prevalent? What are the challenges facing holistic education practices? What are the universal features of holistic education? To answer these questions, this study aims to review empirical research on holistic education in the Scopus database.

Discussion. This study aims to provide an overview of the empirical research on holistic education to encourage further research. In this study, we could find only nine empirical studies on holistic education in the Scopus database. We recommend that further in-depth analysis be carried out to include more databases in the field of research. The answers to the research questions will be presented below. (…)

The theme of ecology in this study is linked to post-humanist environmental education, which aims to highlight the interconnectedness of all living and non-living organisms and to create awareness and respect. Based on Blyth and Meiring [26] identified themes of post-humanist environmental education: (1) all actions have consequences; (2) respect for different points of view and constant dialogue with different members of the community; (3) environmental education requires “being in the world;” (4) eco-education requires the simultaneous development of aesthetic and moral skills; (5) environmental education should be universal; it should be interdisciplinary, integrated into all subjects and should be the basis for all education (pp. 112 – 113), we claim that holistic education reflects all the themes of post-humanistic environmental education identified above. For example, that all actions have consequences is fostered through problem-based projects, inquiry-based projects, and deep reflection on action. Respect for the opinions of others and the diversity of people is encouraged through cooperative learning, group work, group reflection activities, community volunteering, teachers' respect for students' opinions, and adherence to school values. “Being in the world” in holistic education is realised through outdoor learning activities, nature observation notes, and gardening. The aesthetic and moral aspects are promoted through integrating the arts in all educational activities and school environments, reflection activities, meditation, visualization exercises, diary keeping, and the promotion of school values and traditions. Finally, holistic education emphasises the development of holistic thinking through an integrated, interdisciplinary contextual curriculum. It is important that all these issues are taught according to the principles of holistic education: balance, inclusion, and connectedness [7].

While the ecological topic is particularly relevant in today's context due to global climate change [62] and the socio-economic challenges facing humanity, the issues of post-humanist environmental education were the least discussed in the selected studies. Holistic education could help change people's thinking because, as Guattari [2] points out, solving ecological or social problems requires changing the way people think. However, more research is needed in this area to find out how students' environmental awareness develops. What educational approaches promote these changes? Is holistic education more effective than other educational paradigms in fostering ecological awareness?

So, can holistic education solve global problems? From a theoretical point of view, it seems that it can because it develops a holistic global citizen with shared human values. However, from a pragmatic point of view, it is difficult to answer this question because there is no objective evidence that a person who has received a holistic education is different from a person who has received a traditional education. To summarise the systematic review of empirical studies, we would like to emphasise that we recommend extensive research on holistic education to provide scientific evidence for this educational paradigm and show its benefits, diffusion, demand, and contrast with traditional education. With this study, we encourage researchers to look into the issue of holistic education. The more this educational paradigm is explored, the more scientific evidence we will have and the sooner we can implement critical educational reforms.

Reference added: 

26. Blyth, C. & Meiring, R. A posthumanist approach to environmental education in South Africa: implications for teachers, teacher development, and teacher training programs. Teacher Development, 2018, 22, 105-122.

Good literature review. I would suggest maybe a conceptual deepening of humanistic, holistic and post-humanist education or systems of thought.  For the the problematic part has to do with post-humanism, developed next to or just after humanism. Post-humanism is too controversial  and should be better discussed. Are we talking about posthumanism in philosophy, education sciences, technology and management (see Musk, for example and other business entrepreneurs). This should be clarified.

Response:

It was corrected

 

Introduction. However, Šarkan et al. [21] emphasised that humanism faded after the Second World War and lost its ideological value because it showed that humans are not as human as they claim to be. This has led to the development of a new movement, post-humanism, which no longer elevates humans above other forms of life. However, Pedersen [22] argues that the concept of posthumanism emerged not only as a result of the chronological progression of the humanist movement but also responds to the fundamental need for an ontological and epistemological discussion of human nature in a changing world. Datta [23] defines posthumanism as an “understanding relationships between people and the material world” (p. 54). Bateman [24] adds that in the post-humanist movement, the human being is no longer the main point of reference but rather the relationship between human and non-human systems. Therefore, the post-humanist movement discusses what it means to be human in a harmonious relationship with natural resources, plants, animals, technology, artificial intelligence, etc. [25]. Relationships and interconnectedness are central concepts of posthumanism [23]. But how does the post-humanist movement affect education?

Howlett [25] argues that education is currently facing a daunting and uncertain future for humanity, which is why posthumanism reminds us that education should be responsible for the world's future. By framing the current ecological crisis as a crisis of humanism and other aspects of modernity, post-humanist environmental education promotes a new way of looking at the relationship between humans and nature [22]. Blyth and Meiring [26] argue that post-humanist environmental education requires new ways of reconciling ethical values with the well-being of the extended community, emphasising that ethical practice is interactive because action and thought are interwoven. In contrast to anthropocentric philosophy, holistic education does not elevate human beings above the ecosystem. Still, it links them directly to nature and the surrounding environment, reflecting the ideas of post-humanist environmental education. Blyth and Meiring [26] identify the following themes of post-humanist environmental education: (1) all actions have consequences; (2) respect for different points of view and constant dialogue with different members of the community; (3) environmental education requires ”being in the world”; (4) eco-education requires the simultaneous development of aesthetic and moral skills; (5) environmental education should be universal; it should be interdisciplinary, integrated into all subjects and should be the basis for all education (pp. 112 – 113). Nakagawa [8] argues that an ecological worldview is directly linked to holistic education, as ”ecological literacy” addresses climate change, sustainability, and the human relationship with nature. Fernandes-Osterhold [27] stresses that an essential element of holistic education is the understanding that change in the world begins with changing oneself, having a deep understanding of society and culture, fostering authentic relationships, and consciously preserving the Earth and nature. A post-humanist perspective on holistic education could contribute to solving the world's ecological problems by bringing a connection to nature, an awareness of interconnectedness, and a respect for life and the Earth into education.

      In this study, holistic education is defined as an education that focuses on whole-person development, with an emphasis on humanistic and post-humanistic ideas of environmental education, and the interconnectedness of all living and non-living eco-systems on Earth.

 

Reference added: 

22. Pedersen, H. Is ‘the posthuman’ educable? On the convergence of educational philosophy, animal studies, and posthumanist theory, Discourse: Studies in the Cultural Politics of Education, 2010, 31, 237-250.
23. Datta, R. How to Practice Posthumanism in Environmental Learning: Experiences with North American and South Asian Indigenous Communities. The IAFOR Journal of Education, 2016, 4, 52-67.
24. Bateman, K. M., Steele, D., Sexton, C. M. Sustainability science education: our animalistic response‐ability. Cultural Studies of Science Education, 2021, 16, 841–855.
25. Howlett, C. Teacher Education and Posthumanism. Issues in Teacher Education, 2018, 106 – 118.
26. Blyth, C. & Meiring, R. A posthumanist approach to environmental education in South Africa: implications for teachers, teacher development, and teacher training programs. Teacher Development, 2018, 22, 105-122.

 

The methodology is correct and clear.

The limits of the research is correctly done.

I would suggest clarifying the concept of post-humanism because it is used with so many meanings. Here you could focus better on education. For me the features of the holistic education is not clear, especially how you combine humanistic education and post-humanistic education. A clarification of post-humanistic is necessary. How different is from postmodernism, on the other hand? Why not ecology in lieu of post-humanism?

Response:

It was corrected

 

3.3. Features of Holistic Education. In this study, holistic education is defined as an education that focuses on whole-person development, with an emphasis on humanistic and post-humanistic ideas of environmental education, and the interconnectedness of all living and non-living eco-systems on Earth.

 

Figure 3. Holistic education features.

3.2.3. Post-humanist environmental education in Holistic Education

Post-humanist ideas for a holistic view reflect the opposition between humanism and an anthropocentric worldview, as the holistic view does not elevate humans above nature. Miller states that: 

If our collective future is to be one of harmony and wholeness, or if we are to even have a viable future to pass on to our children’s children, it is imperative that we actively envision and implement new ways of educating for ecological thinking and sustainability [7] (p. xiii). 

Holistic education is based on the following ideas of post-humanist environmental education: human responsibility towards the whole of living and non-living nature, the awareness of interconnectedness, and education based on the latest scientific knowledge [19]. Furthermore, an ecological worldview is directly linked to holistic education, as ecological literacy addresses climate change, sustainability, and the human relationship with nature [8]. Although holistic education focuses on ecology, sustainable development, and interconnectedness, the empirical studies included in the sample were found to be the least concerned with post-humanist environmental education issues.

Ecology in holistic education is realised through an understanding of interconnections and an integrated curriculum [14]. Rudge [14] defines interconnectedness as the perception that everything in the world is interconnected and influences each other. It is like a vast network in which our actions impact another person, an economy, a policy, a democracy, or even the entire planet. Therefore, holistic education encourages us to become aware of this interdependence and take responsibility for our actions. Miller [47] argues that at “Equinox Holistic School,” children develop a relationship with nature through outdoor education. The holistic curriculum should be designed to develop students' ecological and global awareness, focusing on sustainable development and connectedness [14]. What is more, the study of Renshaw and Wood [51] is based on the idea of interdependence in geography lessons, arguing that if students can understand interdependence in geography, their attitudes towards the subject will be transformed. While Glenn [50] sees connectedness as a web of relationships in which each person is connected to another person and nature, and thus, all our actions have consequences for which we are responsible. Therefore, it is essential to talk about interconnectedness to foster deep holistic thinking, as it is a theme that encourages society to change and take responsibility for people’s actions.

In holistic education, interconnectedness is implemented through an integrated curriculum [10, 28]. Miller [7] defines an integrated curriculum as the connections between subjects and different domains of knowledge. For example, Rudge [14] argues that interconnectedness in holistic education is realised through an integrated curriculum and transdisciplinary. In the schools studied, interdisciplinary learning is taught through problem-based, project-based, and place-based activities. Miller [47] highlights that an integrated curriculum is an essential feature of holistic education and argues that “Equinox” achieves this through the project, research-based activities, and links to the arts in all subjects. What is more, Wang, Chen, and Levy [52] claim that the term holistic reflects the context in which education takes place. Moreover, it is added that an integrated curriculum that combines students' knowledge and skills into a coherent whole helps to ensure a balance between the different areas of education. In addition, Renshaw et al. [51] developed an integrated geography project called “HUGE” in which children explored the interconnectedness of Earth systems. The children first posed questions, drew concept maps, and carried out reflection. Through this project, children combined their knowledge of geography, physics, chemistry, and biology to understand phenomena occurring on Earth. The study showed that the children had a holistic understanding of geography concepts. Thus, integrated education helps bring together areas of knowledge into a coherent whole and create a holistic understanding.

In summary, post-humanist environmental education solves global problems by promoting awareness and interconnectedness. This is achieved through an integrated curriculum, interdisciplinary projects, and outdoor education in holistic education.

 Reference: 

19. Duoblienė, L. Pohumanistic education. Dedicated. Vilnius: Vilnius University Press, Lithuania, 2018, pp. 69-116.

 

Author Response File: Author Response.pdf

Reviewer 2 Report

Some amendments could be done, especially when quoting an author, either a colon or a comma.

Author Response

Reviewer 2

Firstly, the authors want to thank your contribution to our paper. We really appreciate you taking the time to share your experience with us.

Some amendments could be done, especially when quoting an author, either a colon or a comma.

Response:

It was corrected

 

UNESCO's “Education 2030” states that a renewed vision for education should be:

comprehensive, holistic, ambitious, aspirational and universal, and inspired by an idea of education that transforms the lives of individuals, communities and societies, leaving no one behind [3] (p. 24).

Connectedness is achieved through the development of relationships:

the relationship between linear thinking and intuition, the relationship between the mind and the body, the relationship between the various fields of knowledge, the relationship between the individual and the community, the relationship with the earth and the relationship with our soul [7] (p. 16).

Hare claims that:

holistic education prepares a student for lifelong learning. The educational focus moves towards the life skills, attitudes and personal awareness that the student will need in an increasingly complex world [16] (p. 6).

 

Humanism originally meant “considering the human being as the centre of all creation” [18] (p. 109).

 

Moreover, Javadi et al. [20] add that humanistic education shifts the focus from academic goals to possibilities for personal self-realisation, and the primary purpose of humanistic education is “to create society responsible for civil society that has adopted a variety of cultures” [20] (p. 46).

 

Furthermore, UNESCO states that:

education alone cannot solve all development problems, but a humanistic and holistic approach to education can and should contribute to the realisation of a new model of development [42] (p. 10).

Lee et al.'s statement:

The literature suggests that while holistic education is predominantly propagated by Euro-American educational systems, its philosophical underpinnings are strongly compatible with Eastern value systems [49] (p. 872).

What is more, Taiwan's education program is also holistic. Pan et al. state that ”holistic education is one of the most important and influential objectives of higher education” [53] (pp. 199-200).

This finding supports Lee et al.’s assumption “that holistic education is most impactful for the younger age groups” [49] (p. 875).

Miller defines whole teachers as “teachers who care for their own bodies, minds, and spirits” [11] (pp. 12-13).

Moreover, Renshaw and Wood [51] call a teacher “a guide:”

The teacher begins, in part, to play the role of guide, helping students navigate their own liminal spaces as they grapple to understand the content and threshold concept at hand [51] (p. 377).

Miller [47] explains that it is difficult to train new teachers in holistic approaches and that they need more time and support “Some of these teachers lacked experience and understanding of holistic education” [47] (p. 299).

And Rudge [14] adds that there is a shortage of teachers prepared to teach through projects “TPS has great difficulty in finding teachers well prepared to teach through projects” [14] (p. 188).

For example, Miller [47] states that it is challenging to meet the constraints of the system and implement a holistic vision of education “The biggest challenges for the school in-clude working within the constraints of the system” [47] (p. 300).

The same study recommends that Singapore move from a standardised examination-based education system to a constructivist approach to education “On Singapore’s part, it is imperative to temper absolutist assumptions of traditional examination-based learning with a more constructivist slant” [49] (p. 882).

In addition, Rudge [14] found that preparation for standardised tests detracted from the holistic curriculum because time spent on the integrated project had to be spent on test preparation:

the need to perform well in those tests has led the three schools to dedicate more time to teaching specific skills linked to curriculum standards, which has taken time away from projects and, transdisciplinary learning [14] (p. 190).

In addition, Rudge [14] also found that mathematics education was the most affected area of holistic education, where in all the schools studied, children were grouped to prepare for standardised tests:

Math has been the most affected subject, where students in all three schools are split by ability or grade level to facilitate instruction and skill building [14] (p. 190).

For instance, Miller [47] states that we live in a world based on outcomes, but these are limited to a few capacities and are therefore not a reflection of the wholeness:

We live in the day of outcomes-based education, but often these outcomes are limited to a few skills that sometimes are put within the framework of being ‘marketable’ [47] (p. 300).

Hedges and Cooper [48] argue that the challenge of assessing holistic educational out-comes creates tensions between teachers and parents, as parents often focus only on their children's academic performance:

Such tensions illustrate the complexities of reconciling holistic outcomes with domain-based outcomes that are more easily atomised, recognised and measured [48] (p. 404).

For example, Renshaw and Wood [51] found that the teacher had to actively encourage students to adopt a holistic questioning approach because students tended to ask closed questions:

the teacher did emphasise that they needed to persevere with this approach as students tended to ask closed, knowledge-driven questions at the start of the process [51] (p. 377).

Moreover, Pan et al. [53] found that some students who had participated in a holistic education course were later unable to apply or even remember what they had learned “some of the participants seemed to be unable to either apply or sometimes even recall what they learned in holistic care” [53] (p. 207).

Education for the whole person is also known as “education for the head, the hands, the heart” [47] (p. 288) or education while “being, knowing, doing” [4] because it reflects the consistency and balance of the educational process between the different spheres of human development.

For instance, Miller [47] suggests that educating the whole person requires a wide range of different educational approaches:

In general, there was a broad consensus that holistic education focuses on teaching the whole child—head, hands and heart and uses a broad range of learning approaches to achieve this [47] (p. 289).

Ron Miller claims that “the holistic worldview is essentially a spiritual worldview” [6] (p. 388).

Moreover, Miller argues that creating a holistic school environment requires “paying attention to the aesthetic environment of the school and classroom” [7] (p. 162).

This idea of Miller [7] is confirmed by Rudge [14], who shows that the physical environment of one of the holistic schools studied was aesthetically pleasing, leading to a desire to spend more time there: 

The physical environment at WPS with its walls covered with students’ artwork, its warm and inviting classrooms with quiet corners, plants, and play areas, and its natural wood playground, provides young children with a nurturing environment that respects children’s needs for intimacy, play, and physical activity, values student work, and furthers their aesthetic development [14] (p. 189).

Holistic education aims to foster a sense of collective community in which each member is responsible for promoting the common good:

A sense of shared community leads to an appreciation and accommodation of the views, beliefs, and values of others and a realization that these may differ from their own [33] (p. 305).

Miller states that “cooperative learning employs small groups where students learn to trust each other and work together” [7] (p.155).

Carver defines experiential learning as “education that makes conscious application of the students' experiences by integrating them into the curriculum” [61] (p. 9).

Miller states that:  

If our collective future is to be one of harmony and wholeness, or if we are to even have a viable future to pass on to our children’s children, it is imperative that we actively envision and implement new ways of educating for ecological thinking and sustainability [7] (p. xiii). 

Ergas claims that:

working with the spiritual sphere is complicated by a wall of misunderstanding that prevents us from incorporating it into our everyday curriculum [31] (p. 166).

 

Author Response File: Author Response.pdf

Reviewer 3 Report

Dear authors, 

I was glad to review your paper which was very interesting. I would like to make two comments in order to improve your text. To begin with try to connect your sentences without repeating the same words (e.g. Holistic education). Finally I was not able to find the in-text citation number 38 for the first time (p.3) and number 54. 

Author Response

Reviewer 3

 

Firstly, the authors want to thank your contribution to our paper. We really appreciate you taking the time to share your experience with us.

 

Dear authors, 

I was glad to review your paper which was very interesting. I would like to make two comments in order to improve your text. To begin with try to connect your sentences without repeating the same words (e.g. Holistic education). Finally I was not able to find the in-text citation number 38 for the first time (p.3) and number 54. 

 

Response:

It was corrected

 

The text has been sent to MDPI's English proofreading service to improve the quality of the English language.

 

The entire reference list has been updated and revised in the text. 

 

Reference number 38 has been changed to the number 49, and appeared in the text as: “This paper, thus, aims to illustrate how two high-performing education systems had infused holistic education into their schools. ” [49] (see p. 7).

 

Reference number 54 has been changed to the number 59,  and appeared in the text as: “Miller [59] argues that holistic education cannot be defined as a particular method or technique but as an educational paradigm that can be applied differently.” (see p. 13).

 

Five new sources have been added to the reference list [22-26].

 

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47. Miller, J. P. Equinox: Portrait of a holistic school. International Journal of Children's Spirituality, 2016, 21, 283-301.
48. Hedges, H., & Cooper, M. Engaging with holistic curriculum outcomes: Deconstructing ‘working theories’. International Journal of Early Years Education, 2014, 22, 395-408.
49. Lee, Hong, H., & Niemi, H. A Contextualized Account of Holistic Education in Finland and Singapore: Implications on Singapore Educational Context. The Asia-Pacific Education Researcher, 2014, 23, 871–884.
50. Glenn, M. Developing holistic practice through reflection, action and theorising. Educational Action Research, 2011, 19, 489-502.
51. Renshaw, S., & Wood, P. Holistic understanding in geography education (HUGE) - an alternative approach to curriculum development and learning at key stage 3. Curriculum Journal, 2011, 22, 365-379.
52. Wang, Y., Chen, N. -., & Levy, M. The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment. Computers and Education, 2010, 55, 777-788.
53. Pan, P. J. D., Pan, G. H. -., Lee, C. -., & Chang, S. S. H. University students' perceptions of a holistic care course through cooperative learning: Implications for instructors and researchers. Asia Pacific Education Review, 2010, 11, 199-209.
54. Seelig, M., Eldridge, W., & Schirtzinger, M. A holistic perspective on student growth and development: A look at academic programs in graduate schools of human service. International Social Work, 1982, 25, 26-41.
55. Rianawaty, I., Suyata, Dwiningrum, S. I. A., & Yanto, B. E. Model of holistic education-based boarding school: A case study at senior high school. European Journal of Educational Research, 2021, 10, 567-580.
56. Sampath, A. holistic education – a sustainable model for the future. Corvinus journal of sociology and social policy, 2015, 6, 117–127.
57. Badjanova, I., Iliško, D. Holistic Approach as Viewed by the Basic School Teachers in Latvia. Discourse and Communication for Sustainable Education, 2015, 6, 132-140.
58. Laxman, K., Nandy, M. A. A curricular paradigm based on Vedic epistemology is an approach to developing the whole person. Journal of Unschooling and Alternative Learning, 2013, 7, 45-63.
59. Miller, R. What are schools for: Holistic education in American culture (2nd ed.), Brandon, VT: Holistic Education Press. 1992, pp. iv – vi.
60. Hutchison, D., Bosacki, S. Over the edge: Can holistic education contribute to experiential education? The Journal of Experiential Education, 2000, 23, 177 – 182.
61. Carver, R. Theory for practice: A framework for thinking about experiential education. Journal of Experiential Education, 1996, 9, 8-13.
62. COP26: The Glasgow Climate Pact. Available online: https://ukcop26.org/wp-content/uploads/2021/11/COP26-Presidency-Outcomes-The-Climate-Pact.pdf (accessed on 24 February 2022), 2021; pp. 1-27.

 

Author Response File: Author Response.pdf

Reviewer 4 Report

rows 126,127,248,249,355,356 and other pages- need profreading

In the article, the term holistic education deals from the socio-human perspective, but using mixed reference from several fields, difficult to clarify.

Although it is mentioned in the body of the article, the topic article is general, the term holistic education is argued in relation with poor stages (such as experiental learning, teachers and others few arguments). It is required the use of several databases apart from the one mentioned.

It is need to clarify the objective of the paper, but more concret and in relation to the conclusions.

Author Response

Reviewer 4

Firstly, the authors want to thank your contribution to our paper. We really appreciate you taking the time to share your experience with us.

Rows 126,127,248,249,355,356 and other pages-need proofreading.

Response:

It was corrected

The full text was sent to MDPI for English language editing. The full text has been proofread.

 

In the article, the term holistic education deals from the socio-human perspective, but using mixed reference from several fields, difficult to clarify.

Response:

We argue that in defining the concept of holistic education, we have referred to the literature on holistic education [4-16]. The titles of the selected articles are dominated by the terms holistic education, curriculum, holistic development, whole-child education, and holistic pedagogy. The study did not define any specific level of education in order to gather all relevant information on the empirical research carried out in the field of holistic education.

Introduction. Holistic education is a new movement that began to emerge as a recognised field of study and practice in North America in the mid-1980s [4]. In 1989, eighty education representatives signed the Chicago Statement, and a year later, this agreement led to the publication of “Education 2000: A Holistic Perspective”, which set out ten principles for holistic education that fundamentally contradict the prevailing reductionist paradigm [5]. Based on the work of Douglas Sloan, David Purcell, Ed Clark, Ron Miller, Phil Gang, Jack Miller, and Parker Palmer, a vision of holistic education based on ecological awareness, spirituality, relationships, and values was developed. Based on this document, holistic education was defined as a transformative, postmodern, ecological, cosmic, and spiritual education that addresses global issues. Holistic education does not seek to provide a model of education but seeks to challenge the fragmented, reductionist assumptions of mainstream culture and education [6]. To achieve this vision, holistic education is based on three key principles: balance, inclusion, and connectedness [7]. Holistic education seeks to strike a balance between the individual and the group, educational content and process, knowledge and imagination, rationality and intuition, quantitative and qualitative assessment, competition, and collaboration [7]. Inclusiveness is achieved through a combination of different approaches to knowledge construction: transmission, transaction, and transformation - the teacher must find a balance between the different ways of transmitting knowledge, using experience and intuition [7]. Connectedness is achieved through the development of relationships:

the relationship between linear thinking and intuition, the relationship between the mind and the body, the relationship between the various fields of knowledge, the relationship between the individual and the community, the relationship with the earth and the relationship with our soul [7] (p. 16).

Holistic education aims to change people's relationships with each other and with nature to address global problems such as climate change, racism, sexism, and hatred against each other [4, 8 - 10].

Holistic education is based on the idea of the wholeness of the human being [11]. Education for the whole person is defined as education that harmoniously integrates the intellectual, emotional, physical, social, aesthetic, and spiritual aspects of individual learning [11-14]. Holistic development encompasses all aspects of human development, going beyond the development of a person's intellectual potential. Pong [15] argues that emphasis should be placed on developing students' spirituality and inner life to help them get in touch with their inner self. Hare claims that:

holistic education prepares a student for lifelong learning in which the educational focus moves towards the life skills, attitudes and personal awareness that the student will need in an increasingly complex world [16] (p. 6).

Holistic education aims to educate the whole person by focusing on nurturing human potential, talents, and the uniqueness of the individual.

References:

4. Mahmoudi, S., Jafari, E., Nasrabadi, H. A., & Liaghatdar, M. J. Holistic education: An approach for 21 century. International Education Studies, 2012, 5, 178 – 186.
5. The Global Alliance for Transforming Education (G.A.T.E.). The Chicago Statement & Education 2000. A Holistic Perspective. Available online: https://www.ties-edu.org/gate/ (accessed on 24 February 2022).
6. Miller, R. Beyond reductionism: The emerging holistic paradigm in education. The Humanistic Psychologist, 2000, 28, 382-393.
7. Miller, J. P. Holistic Curriculum. In The Holistic Curriculum, 3rd ed.; Toronto: University of Toronto Press, Canada, 2019; p.p. 5-21.
8. Nakagawa, Y. Education for Awakening: An Eastern Approach to Holistic Education (Foundations of Holistic Education Series). Brandon: Foundation for Educational Renewal; 2000.
9. Giraldo, M. A. Dreaming of Holistic Adult Education in 2020. Adult Learning, 2007, 18, 14-19.
10. Rudge, L.T. The Growth of Independent Education Alternatives in New Zealand. International Journal of Progressive Education, 2021, 17, 324 – 354.
11. Miller, J. P. Whole Child Education. Toronto: university of Toronto Press, Canada, 2010; p.p. 3-117.
12. Bhatta, C. Holistic Personality Development through Education. Journal of Human Values, 2009, 15, 49 – 59.
13. Preston, J.P. Holistic Education: A Pioneer Narrative. Informal Learning: Flexible Contexts and Diverse Dimensions, 2012, 5, 251-267.
14. Rudge, L.T. Holistic Pedagogy in Public Schools: A Case Study of Three Alternative Schools. Educational Alternatives, 2016, 5, 169-195.
15. Pong, H.K. The cultivation of university students’ spiritual wellbeing in holistic education: longitudinal mixed-methods study. International Journal of Children's Spirituality, 2021, 26, 99–132.
16. Hare, J. Holistic education: An interpretation for teachers in the IB programmes. International Baccalaureate Organization. Available online: https://balicurriculum.files.wordpress.com/2010/08/holistic-education-an-interpretation-for-teachers-in-the-ib-programmes.pdf (accessed on 24 February 2022), 2010, p.p. 3 – 8.

 

Although it is mentioned in the body of the article, the topic article is general, the term holistic education is argued in relation with poor stages (such as experiental learning, teachers and others few arguments). It is required the use of several databases apart from the one mentioned. It is need to clarify the objective of the paper, but more concret and in relation to the conclusions.

 

Response:

It was corrected

Abstract: UNESCO argues that a holistic approach to education is essential to address global development challenges. However, what empirical evidence do we have about holistic education practices? This study aims to review empirical research on holistic education.

Introduction. The question is, how does holistic education contribute to solving the world's global development problems? What do we know about the empirical outcomes of holistic education practices? In which contexts is research on holistic education prevalent? What are the challenges facing holistic education practices? What are the universal features of holistic education? To answer these questions, this study aims to review empirical research on holistic education in the Scopus database.

 

Method. It was decided to conduct a systematic literature review along the lines of PRISMA (2020) to identify the prevailing empirical research on holistic education.

 

Limitations. The study's main limitation is that the entire search for articles on holistic education was conducted in the Scopus database. Only eight studies on holistic education could be found in this database. For this reason, due to the relevance of the results, another empirical study from the Semantic Scholar database was included. It can be assumed that a review of other databases would lead to more relevant studies, which is why it is recommended to continue the investigation.  

 

Discussion. This study aims to provide an overview of the empirical research on holistic education to encourage further research. In this study, we could find only nine empirical studies on holistic education in the Scopus database. We recommend that further in-depth analysis be carried out to include more databases in the field of research.

• What do we know about the empirical outcomes of holistic education practices?

First, the selected articles in the Scopus database revealed that research on holistic education is prevalent in European, North American, and Eastern contexts. It is recommended that research on holistic education be conducted on other continents. Secondly, it was found that quantitative case studies describing successful holistic practices were predominant. However, there is a lack of comprehensive quantitative research demonstrating holistic education's prevalence, demand, and benefits. Comparative studies are recommended to determine the impact of holistic and traditional schools on personal development. Investigating the majority of holistic education features in traditional public schools is recommended. Third, holistic education practices faced challenges such as the standardised curriculum, the changing role of teachers, the adaptability of students, and the immeasurability of holistic education outcomes. Exploring these areas further and identifying how these challenges affect holistic education practices is recommended. We also encourage research on holistic teacher education. Andrzejewski [28], Clark [29], Lovat [37], and Oberski et al. [39] argue that the teacher takes on a new role in holistic education - that of educating the whole person. So, the question is, how well prepared are teachers to adapt to their new roles? Furthermore, the analysis of the empirical studies revealed a link between whole-person development and experiential learning approaches. It seems that balance among the different areas of knowledge is maintained through inquiry, projects, games, and outdoor and reflection-based education. However, there is a lack of analysis of holistic educational practices curriculums that reveals how this balance among the different dimensions of human development (intellectual, physical, social, aesthetic, spiritual, and emotional) is maintained in the educational curriculum design. Finally, in the selected empirical studies, spirituality emerged as an essential holistic education feature about all the themes of holistic education.

• How can holistic education contribute to solving global problems?

The theme of ecology in this study is linked to post-humanist environmental education, which aims to highlight the interconnectedness of all living and non-living organisms and to create awareness and respect. Based on Blyth and Meiring [26] identified themes of post-humanist environmental education: (1) all actions have consequences; (2) respect for different points of view and constant dialogue with different members of the community; (3) environmental education requires “being in the world;” (4) eco-education requires the simultaneous development of aesthetic and moral skills; (5) environmental education should be universal; it should be interdisciplinary, integrated into all subjects and should be the basis for all education (pp. 112 – 113), we claim that holistic education reflects all the themes of post-humanistic environmental education identified above. For example, that all actions have consequences is fostered through problem-based projects, inquiry-based projects, and deep reflection on action. Respect for the opinions of others and the diversity of people is encouraged through cooperative learning, group work, group reflection activities, community volunteering, teachers' respect for students' opinions, and adherence to school values. “Being in the world” in holistic education is realised through outdoor learning activities, nature observation notes, and gardening. The aesthetic and moral aspects are promoted through integrating the arts in all educational activities and school environments, reflection activities, meditation, visualization exercises, diary keeping, and the promotion of school values and traditions. Finally, holistic education emphasises the development of holistic thinking through an integrated, interdisciplinary contextual curriculum. It is important that all these issues are taught according to the principles of holistic education: balance, inclusion, and connectedness [7].

While the ecological topic is particularly relevant in today's context due to global climate change [62] and the socio-economic challenges facing humanity, the issues of post-humanist environmental education were the least discussed in the selected studies. Holistic education could help change people's thinking because, as Guattari [2] points out, solving ecological or social problems requires changing the way people think. However, more research is needed in this area to find out how students' environmental awareness develops. What educational approaches promote these changes? Is holistic education more effective than other educational paradigms in fostering ecological awareness?

So, can holistic education solve global problems? From a theoretical point of view, it seems that it can because it develops a holistic global citizen with shared human values. However, from a pragmatic point of view, it is difficult to answer this question because there is no objective evidence that a person who has received a holistic education is different from a person who has received a traditional education. To summarise the systematic review of empirical studies, we would like to emphasise that we recommend extensive research on holistic education to provide scientific evidence for this educational paradigm and show its benefits, diffusion, demand, and contrast with traditional education. With this study, we encourage researchers to look into the issue of holistic education. The more this educational paradigm is explored, the more scientific evidence we will have and the sooner we can implement critical educational reforms.