Artículos de revistas: "Holistic education"

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Narvaez, Darcia. "Holistic Moral Education". Korea Association for Public Value 4 (31 de diciembre de 2022): 1–6. http://dx.doi.org/10.53581/jopv.2022.4.1.1.

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Ngale, Ilongo Fritz y Mahlatsi Monaheng. "Holistic Education". Humanities and Social Science Research 2, n.º 1 (25 de febrero de 2019): p15. http://dx.doi.org/10.30560/hssr.v2n1p15.

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This paper posits that it is the blend of Botho, or Human Factor ethos of Basotho traditional education with the scientific perspectives of 21st century western education, that can effectively lead to holistic education. The methodology is basic research, while the theoretical framework is critical theoretical analyses articulated around triple axes of the traditional Basotho educational system, the modern western educational system, and a hypothetical third perspective or holistic education. This paper will highlight the Botho tenets of Basotho traditional education, 21st century skills, and resultant holistic education. This paper proposes educational transformation or holistic education through the integration of both the experiential, participative, and social learning orientation of traditional Basotho education, with the scientific, virtual, technological and entrepreneurial perspectives of modern western education. The paper proposes policy recommendations for the development of holistic education in modern Lesotho.

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Akmençe, Ahmet Egemen, Bürhan Akpunar y Ezgi Akmençe. "Holistic Language Education". Harran Education Journal 2, n.º 1 (17 de junio de 2017): 41–50. http://dx.doi.org/10.22596/2017.0201.41.50.

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Zandroto, Amel Devina y Siane Indriani. "AN ANALYSIS ON LEARNING LOSS AND HOLISTIC EDUCATION". Polyglot: Jurnal Ilmiah 1, n.º 19 (25 de enero de 2023): 156. http://dx.doi.org/10.19166/pji.v1i19.6346.

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AbstractChristian education views students as an image of God. During the pandemic of COVID-19, students encountered learning loss phenomena which has become a challenge for Christian schools. Thus, this study aims to elaborate the difference between Christian perspective and secular perspective toward the “learning loss’ phenomena; how important a holistic education is to be implemented in the classroom; and to explain the role of the teacher as a facilitator to implement holistic learning in the classroom. The research method used in this study is literature review. The result showed that students as the image of God should be valued as a whole person, not only partially as viewed from secular perspectives. Christian teachers need to be equipped to see and teach their students holistically, such as planning their lessons to be ‘contextual’ and relevant for their students in order to raise awareness for tolerance, empower their talents, and conduct learning processes through loving interaction and applying holistic assessments. A recommendation for further research is to implement holistic education at primary level and elaborate the challenges faced by the teacher. Bahasa Indonesia AbstrakPendidikan Kristen melihat siswa sebagai Image of God. Selama pandemi covid-19 siswa menghadapi satu fenomena, yaitu Learning Loss, di mana terdapat penurunan dalam proses pembelajaran siswa. Oleh karena itu, tujuan dari paper ini adalah untuk menjelaskan perbedaan antara sudut pandang kekristenan dengan sudut pandang sekuler terkait fenomena “learning loss; pentingnya penerapan pendidikan holistis di dalam kelas, dan menjelaskan peran guru sebagai fasilitator dalam mengimplementasikan pendidikan holistis di dalam kelas. Penelitian ini dilakukan menggunakan metode kajian literatur. Hasil penelitian menunjukkan bahwa murid sebagai Image of God seharusnya dididik sebagai manusia yang utuh, dan tidak hanya sebagian seperti halnya dalam pandangan sekuler. Guru Kristen harus diperlengkapi agar dapat melihat dan mengajar secara holistik. Misalnya, merencanakan pembelajaran yang kontekstual dan relevan untuk siswa agar dapat membangkitkan kesadaran mereka akan toleransi dan mengembangkan talenta mereka. Serta mengimplementasikan pendidikan holistik di dalam kelas melalui interaksi yang didasarkan pada kasih serta penerapan penilaian holistik kepada siswa. Sebagai rekomendasi, peneliti menyarankan agar penelitian selanjutnya berfokus pada penerapan pendidikan holistik kepada murid di Sekolah Dasar serta memaparkan tantangan-tantangan yang dihadapi oleh Guru.

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Heinrich, Kathleen T. "Holistic Doctoral Education for Holistic Nursing". Image: the Journal of Nursing Scholarship 30, n.º 4 (diciembre de 1998): 308–9. http://dx.doi.org/10.1111/j.1547-5069.1998.tb01319.x.

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Sayfullah, Hasan. "Paradigma Holistic Education". Edukais : Jurnal Pemikiran Keislaman 2, n.º 2 (27 de diciembre de 2018): 79–91. http://dx.doi.org/10.36835/edukais.2018.2.2.79-91.

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The ever-expanding rotation of science, along with the remarkable progress of civilization and human science in this modern age, has arisen multidimensional and multi-complex human life problems and crises, such as: ecological crisis, humanitarian crisis , moral crises (demoralisation), greater social and economic inequality, violence and crime, and other crises. The occurrence of that is because of the enormous inequality between science and technology that developed so rapidly with moral wisdom and humanity that is not developed at all, if not said backwards. Furthermore, if traced the root cause, as a result of the unsuitability between the demands of the times with the world view of the modern world. On the one hand, the flow of globalization has eliminated human relationships in a more open, dialogical, tolerant, and plural climate. The most dominant significance of character change, mindset, attitude, ethics, and morals is endorsed in educational institutions. So when there is a deterioration and anxiety in human life that is definitely blamed is the educational institution. However, on the other hand, the worldview adopted by most modern humans does not allow the dialogical and humanist relations to grow and develop. Based on the concept of holistic education is an offer.

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Hays, Richard B. "Holistic medical education". Medical Journal of Australia 196, n.º 2 (febrero de 2012): 143. http://dx.doi.org/10.5694/mja11.11523.

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Kalb, Kathleen A. y Susan O’Conner-Von. "Holistic Nursing Education". Nursing Education Perspectives 40, n.º 3 (2019): 162–64. http://dx.doi.org/10.1097/01.nep.0000000000000405.

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Kushvaha, Talha Ali. "EDUCATION AND HOLISTIC DEVELOPMENT". Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, n.º 2 (26 de junio de 2022): 202–7. http://dx.doi.org/10.18372/2786-5487.1.16599.

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This article is about how education could help individuals develop holistically rather than merely acquire money making skills, and education with values should be the goal of all educational frameworks.

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Liu, Lydia. "Holistic Admissions in Higher Education". Journal of Postsecondary Student Success 1, n.º 4 (20 de julio de 2022): 1–19. http://dx.doi.org/10.33009/fsop_jpss131099.

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As U.S. higher education institutions adapt their admissions policies to advance diversity and inclusion, holistic admissions has taken a center stage in many institutions’ admissions practices. This article provides an overview of the definition of holistic admissions, the differences between holistic admissions and other types of admissions, challenges and promises in implementing holistic review, particularly around the test-optional component, evidence of desired outcomes of holistic admissions, and future research needs.

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Preston, Jane P. "Holistic Education: A Pioneer Narrative". LEARNing Landscapes 5, n.º 2 (2 de mayo de 2012): 251–67. http://dx.doi.org/10.36510/learnland.v5i2.564.

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This article is based on the personal narrative of a Canadian pioneer woman who grew up during the 1920s and 1930s. The story epitomizes a holistic approach to learning, which embodies facets of family, community, and the land. Conceptualized through narrative inquiry, the purpose of the article is to capture an innovative meaning for holistic education. I employ Deweyan philosophy as an analytical lens for her story and provide pedagogical relevance to the narrative.

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Kolar, Emina Berbic y Vesna Srnic. "Glocal, Holistic and Performative Education". European Journal of Teaching and Education 3, n.º 3 (20 de diciembre de 2021): 45–50. http://dx.doi.org/10.33422/ejte.v3i3.705.

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We look at innovative education through a global and local approach to the philosophy of existence, known as glocalization, and through the psychological Gestalt of experiencing a whole that is inevitably viewed within social science by a sociological holistic principle. Our glocal, holistic, aesthetic practice has been experienced and realized through intensive performative education that enhances the existential capacity in multi / media projects through the humanistic approach, affectively using digital framing. Performative projects are performed in the Media Culture course at the Faculty of Teacher Education in Osijek, Department in Slavonski Brod (FOOZOS), including vertical education of primary and secondary students. The education process is performed through lectures, intensified through e-learning, and finalized by group orchestration in a large project supported by the non-profit organization Culture, Media and Education – Arthea and the Ministry of Culture of the Republic of Croatia. Examples of successfully implemented glocal, holistic and performative education can be seen in the videos: Baroque in Postmodern Glocal Approach, (created for the European Schoolnet Academy, 2019), Situationally Performative Smartphone Orchestra (conducted performance, Slavonski Brod town square, 2018), Post-Modern Dystopic Deconstruction for Mobile Phones Orchestra (FOOZOS, Department in Slavonski Brod, 2017), Project with Mobile phones (mobile learning for the course Contemporary Media in Literature Lectures, FOOZOS, Department in Slavonski Brod, 2016), multimedia poem The Soul of the World (Music Biennale Zagreb, 2007) and New Education Model: Multimedia Art (Christmas in Musical Pictures, 2004, Concert Hall, Slavonski Brod).

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DE VEAUX, RICHARD, ROGER HOERL, RON SNEE y PAUL VELLEMAN. "TOWARD HOLISTIC DATA SCIENCE EDUCATION". STATISTICS EDUCATION RESEARCH JOURNAL 21, n.º 2 (4 de julio de 2022): 2. http://dx.doi.org/10.52041/serj.v21i2.40.

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Holistic data science education places data science in the context of real world applications, emphasizing the purpose for which data were collected, the pedigree of the data, the meaning inherent in the daa, the deploying of sustainable solutions, and the communication of key findings for addressing the original problem. As such it spends less emphasis on coding, computing, and high-end black-box algorithms. We argue that data science education must move toward a holistic curriculum, and we provide examples and reasons for this emphasis.

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Turner, Eileen. "Holistic Approaches to Diabetic Education". Practice Nursing 8, n.º 4 (4 de marzo de 1997): 14–18. http://dx.doi.org/10.12968/pnur.1997.8.4.14.

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Plater, Mark. "Holistic education and embodied learning". International Journal of Children's Spirituality 22, n.º 3-4 (19 de septiembre de 2017): 355–56. http://dx.doi.org/10.1080/1364436x.2017.1379655.

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Bhatta, C. Panduranga. "Holistic Personality Development through Education". Journal of Human Values 15, n.º 1 (enero de 2009): 49–59. http://dx.doi.org/10.1177/097168580901500104.

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Nuryana, Aji, Aep Saepudin y Khambali. "Pengelolaan Pembelajaran Holistik pada Pelajaran Pendidikan Agama Islam di Kelas VII SMP Darul Hikam Bandung". Bandung Conference Series: Islamic Education 2, n.º 2 (1 de agosto de 2022): 338–44. http://dx.doi.org/10.29313/bcsied.v2i2.3391.

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Abstract. Education occupies a crucial role in Islam. One of the virtues of Islam for mankind is its comprehensive and consistent method of mental education, giving birth to a rabbinic generation, fostering people and culture and enforcing principles and honors. Holistic Learning is one alternative that helps institutions to produce graduates who are complete both in terms of cognitive, affective and psychomotor. One of the schools that has a holistic curriculum design is SMP Darul Hikam Bandung. The purpose of this research is to find out how to manage holistic learning especially for Islamic Religious Education lessons starting from planning, implementation and assessment. Obtained from this study, the management of holistic learning at SMP Darul Hikam Bandung is in accordance with the principles of holistic learning by modifying the official curriculum and the typical school curriculum to form TCB (Taqwa Character Building)-based moral education and habituation of daily worship so as to shape the student's personality. intelligent and religious. Abstrak. Pendidikan menempati hal yang krusial di dalam agama islam. Salah satu keutamaan islam bagi umat manusia adalah metodenya yang paripurna dan konsisten dalam mendidik mental, melahirkan generasi rabbani, membina umat dan budaya serta memberlakukan prinsip-prinsip dan kemuliaan. Pembelajaran Holistik adalah salah satu alternatif yang membantu lembaga dalam mencetak lulusan yang paripurna baik dari segi kognitif, afektif dan psikomotorik. Salah satu sekolah yang memiliki desain kurikulum holistik adalah SMP Darul Hikam Bandung. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana pengelolaan pembelajaran holistik terkhusus untuk pelajaran Pendidikan Agama Islam dimulai dari perencanaan, pelaksanaan dan penilaian. Hasil yang diperoleh dari penelitian ini bahwasannya pengelolaan pembelajaran holistik di SMP Darul Hikam Bandung sesuai dengan prinsip-prinsip pembelajaran holistik dengan memodifikasi kurikulum dinas dan kurikulum khas sekolah sehingga terbentuk pendidikan akhlak berbasis TCB(Taqwa Character Building) dan pembiasaan ibadah harian sehingga membentuk kepribadian siswa yang pintar dan religius.

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Akmençe, Ahmet Egemen, Burhan Akpunar y Ezgi Akmençe. "HOLİSTİK DİL EĞİTİMİ". Harran Education Journal 2, n.º 1 (17 de junio de 2017): 40–49. http://dx.doi.org/10.22596/2017.0201.40.49.

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鄭舒倖, 鄭舒倖, 蕭宇涵 Shu-Hsing Cheng y 李孟智 Yu-Han Hsiao. "全人照護及其教育訓練與評值". 醫療品質雜誌 16, n.º 1 (enero de 2022): 042–47. http://dx.doi.org/10.53106/199457952022011601007.

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目的：全人照護是對病人身體、心理、社會層面及靈性全面照護的態度與行為，需要醫療院所投注多專業、跨領域且有效率又有品質的整合服務，才能滿足病人「一站式服務、一次購足」的需求。本文之目的在於詮釋全人照護之真諦、內涵、教育訓練與評值。 方法：藉由闡釋全人照護的素養與能力，強調推廣全人照護需要多面向的教育訓練加以養成，並發展以能力為基礎的評值方法。 結果：醫療人員需要終身持續學習有關全人照護的核心知識與技能、醫療專業照護、同理心與心理支持、就醫行為和家庭照護，以及生命關懷及和臨終照護，並佐以適合及一致性的評值標準，方能系統性的推廣全人照護。 結論：本文探討全人照護的真諦、如何推動全人照護及如何實施全人照護之教育訓練與評值，作為醫療院所推動全人照護之參考。  Objective: Holistic care is an approach that involves consideration of the physical, emotional, social, and spiritual wellbeing of a patient. It involves multidisciplinary, interprofessional integrated teams with members who educate, cooperate with, and respect each other to offer one-stop fulfillment of patient needs. This article explains the core values and intentions of holistic care and the relevant education, training, and assessments. Methods: By explaining the competencies of holistic care, this article argues that the promotion of holistic care necessitates multidimensional education, training, and competency-based assessments. Results: To systematically promote holistic care, accompanied by appropriate and consistent assessment standards, health care providers must continue to learn about the main components of holistic care, including its required knowledge and competencies, professional medical care empathy and psychological support, the praxeology of healthcare seeking, family care, and end-of-life and hospice care. Conclusion: This article discusses the core values of holistic care; how to promote holistic care; and how to implement education, training, and assessments in the field of holistic care and may therefore serve as a reference for holistic care training in medical settings.

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Gufron, Iffan Ahmad, Nani Rosini y Taufiqurrahman Taufiqurrahman. "Pendidikan Holistik Berbasis Keagamaan Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Menengah Pertama Islam Terpadu Bina Ummah Sumber Kabupaten Cirebon". Eduprof : Islamic Education Journal 2, n.º 2 (21 de septiembre de 2020): 149–61. http://dx.doi.org/10.47453/eduprof.v2i2.25.

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Schools always innovate in carrying out programs that are carried out through daily religious activities at school so that students do not feel bored and bored in the learning process or activities in the school. These religious activities are packaged in Islamic Religious Education (PAI) lessons. however it is still ignored by students. The purpose of this paper is to describe the strategy of delivering religion in Islamic Education subjects, developing the potential of students, and the importance of holistic education. This research uses a qualitative approach with a case study design. Data were collected by in-depth interviews, observation and documentation. Data analysis used interactive analysis through data reduction, data display, verification and conclusion stages. Furthermore, the results of the research show that holistic religious-based education in Islamic Education which is applied at SMP IT BINA UMMAH SUMBER includes 1) Implementation of religious-based holistic education in Islamic Education lessons; and 2) to determine the factors inhibiting and encouraging religious-based holistic education in Islamic Education lessons. It can be concluded that holistic religion-based education is education that develops all the potential that exists in students. The results of this study are expected to develop all the potential to be realized as character building in students. Abstrak Sekolah selalu berinovasi dalam melakukan program-program yang dijalankan melaui kegiatan keagamaan pada keseharian di sekolah sehingga peserta didik tidak merasa bosan dan jenuh dalam proses belajar maupun kegiatan yang ada di sekolah kegiatan keagamaan tersebut dikemas pada pelajaran Pendidikan Agama Islam (PAI) akan tetapi masih diabaikan pada peserta didik. Tujuan penulisan ini adalah untuk mendeskripsikan strategi penyampaian keagamaan pada mata pelajaran PAI, pengembangan potensi peserta didik, dan Urgensi pendidikan holistik. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan dengan wawancara mendalam, observasi dan dokumentasi. Analisis data menggunakan analisis interaktif melalui tahap reduksi data, display data, verifikasi dan kesimpulan. Selanjutnya, hasil dari penelitian menujukkan bahwa pendidikan holistik berbasis keagamaan pada pelajaran PAI yang diterapkan di SMP IT BINA UMMAH SUMBER meliputi 1) Implementasi pendidikan holistik berbasis keagamaan pada pelajaran PAI; dan 2) untuk mengetahui faktor-faktor penghambat dan pendorong pendidikan holistik berbasis keagamaan pada pelajaran PAI. Dapat disimpulkan bahwa pendidikan holistik berbasis keagamaan adalah pendidikan yang mengembangkan seluruh potensi yang ada pada peserta didik. Hasil penelitian ini diharapkan dalam mengembangkan seluruh potensi diwujudkan sebagai pembentukan karakter pada peserta didik.

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Shaked, Haim y Chen Schechter. "Holistic School Leadership". NASSP Bulletin 100, n.º 4 (diciembre de 2016): 177–202. http://dx.doi.org/10.1177/0192636516683446.

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As instructional leadership involves attempts to understand and improve complex systems, this study explored principals’ perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following three areas of instructional leadership: (1) improvement of school curriculum, (2) development of professional learning communities, and (3) interpretation of performance data. Systems thinking as a potential enabler of instructional leadership is discussed and implications are suggested.

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Rinke, Wolf J. "Holistic education: A new paradigm for nutrition education". Journal of Nutrition Education 18, n.º 4 (agosto de 1986): 151–55. http://dx.doi.org/10.1016/s0022-3182(86)80001-2.

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Sarkar, Dr Manju. "Restoring Culture of Ethics & Values: The Holistic Education Way". International Journal of Psychosocial Rehabilitation 24, n.º 5 (31 de marzo de 2020): 1878–84. http://dx.doi.org/10.37200/ijpr/v24i5/pr201861.

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Dubey, Sushim. "Yoga: As ‘Holistic Approach’ to Life in Our Education System". Journal of Advanced Research in Ayurveda, Yoga, Unani, Sidhha & Homeopathy 05, n.º 01 (2 de julio de 2018): 8–10. http://dx.doi.org/10.24321/2394.6547.201803.

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White, Stephen R. "Aurobindo's Thought and Holistic Global Education". Journal of Thought 42, n.º 3-4 (2007): 115. http://dx.doi.org/10.2307/jthought.42.3-4.115.

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ISHIHARA, Osamu. "Fair Holistic Admission for Higher Education". Journal of The Institute of Electrical Engineers of Japan 139, n.º 5 (1 de mayo de 2019): 275. http://dx.doi.org/10.1541/ieejjournal.139.275.

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Cowling, W. Richard. "A Call for Holistic Education Scholarship". Journal of Holistic Nursing 29, n.º 4 (diciembre de 2011): 241. http://dx.doi.org/10.1177/0898010111422690.

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Cowling, W. Richard. "A Call for Holistic Education Scholarship". Journal of Holistic Nursing 31, n.º 2 (14 de mayo de 2013): 76. http://dx.doi.org/10.1177/0898010113490283.

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Wright, Ruth. "A Holistic Approach to Music Education". British Journal of Music Education 15, n.º 1 (julio de 1996): 71–81. http://dx.doi.org/10.1017/s0265051700003776.

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This paper originates from a research project investigating the effects of a ‘holistic’ approach to music education in the secondary school. It is based upon a case study involving the work of one secondary school music department where a ‘holistic’ approach to the music programme is adopted in that the work in the curriculum at Key Stages 3 and 4 is used as the basis for extended curricular work. It is concluded that the holistic approach offers an interesting and in many ways educationally beneficial alternative to the more traditional separatist approach to the curriculum and extended curriculum.

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Kim, Hyunsu. "Taoist Philosophy and Holistic Character Education". Korean Society of Culture and Convergence 41, n.º 4 (30 de agosto de 2019): 129–50. http://dx.doi.org/10.33645/cnc.2019.08.41.4.129.

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Warren, Homer B. "Implementing Holistic Education in Marketing Courses". Marketing Education Review 2, n.º 2 (julio de 1992): 21–24. http://dx.doi.org/10.1080/10528008.1992.11488361.

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Bordogna, Joseph, Eli Fromm y Edward W. Ernst. "An integrative and holistic engineering education". Journal of Science Education and Technology 4, n.º 3 (septiembre de 1995): 191–98. http://dx.doi.org/10.1007/bf02211836.

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Rosa, Eni, I. Rohana y Msy Ulfa. "Effectiveness of exclusive breastfeeding holistic education". Rawal Medical Journal 47, n.º 4 (2022): 1. http://dx.doi.org/10.5455/rmj.111250.20220903124602.

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Objective: To find the knowledge before and after holistic exclusive breastfeeding education. Methodology: We used Quasi-experimental non-equivalent control group design with static group comparison approach and included 80 participants in the study. Holistic education on breastfeeding was given for two months (five times) compared to education on Mother and Child health books (MCH books). Results: There was a significant difference in maternal knowledge in the intervention group before and after the holistic education intervention (p=0.000). The difference in the average increase in knowledge between the two groups was 42.58 (p=0.000). Conclusion: The increase in knowledge on exclusive breastfeeding through holistic education for two months was greater than education in the MCH book.

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Isroani, Farida y Mualimul Huda. "Strengthening Character Education Through Holistic Learning Values". QUALITY 10, n.º 2 (19 de diciembre de 2022): 289. http://dx.doi.org/10.21043/quality.v10i2.17054.

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The reality of moral degradation among students today, among others, can be seen from the fading of politeness and manners and behaviour bullying toacademic cheating. This reality requires the response of various parties to re-strengthen character education. Families and educational institutions are strategic places to grow character values together. This study aims to describe and analyze forms of strengthening character education through holistic learning values. The research focuses on the implementation of learning, the use of the learning environment, the synergy of families, schools, and communities, and the principles of strengthening character education. This research approach uses descriptive qualitative with a moderate participation role. Data collection techniques with structured interviews, participatory observation, and documentation. At the data analysis and interpretation stage, researchers used literature analysis, centralized discussion, and focus group discussion. The study results show that forms of synergy between schools, families, and communities are needed to strengthen character education through holistic learning. Teachers should be able to act as parents as well as friends for students while at school. Stakeholders and related agencies need cooperation between educational institutions, revitalizing the role of school committees, empowering graduates, the potential for local wisdom in the academic environment, and outreach to school programs through various forums and media. Parental support is needed for the educational process and student learning progress, as well as periodic monitoring and evaluation of education involving multiple related parties. Holistic learning requires the teacher's understanding of integrated learning and strives for meaningful learning. Integration of religion and science curriculum is also needed as integrative learning so that students can develop their potential well. Penguatan Pendidikan Karakter Melalui Nilai-Nilai Pembelajaran Holistik. Realitas degradasi moral dikalangan pelajar saat ini, diantaranya tampak dari mulai lunturnya kesantunan dan tata krama, perilaku bullying hingga kecurangan akademik. Realitas tersebut membutuhkan respon pelbagai pihak untuk kembali melakukan penguatan pendidikan karakter. Keluarga dan lembaga pendidikan menjadi tempat yang strategis untuk bersama menyemai nilai-nilai karakter. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis bentuk-bentuk penguatan pendidikan karakter melalui nilai-nilai pembelajaran holistik. Fokus Penelitian pada pelaksanaan pembelajaran, pemanfaatan lingkungan pembelajaran, sinergitas keluarga, sekolah dan masyarakat serta prinsip-prinsip penguatan pendidikan karakter. Pendekatan penelitian ini menggunakan kualitatif deskriptif dengan peran partisipasi moderat. Teknik Pengumpulan data dengan wawancara terstruktur, observasi partisipatif dan dokumentasi. Pada tahap analisis data dan pemaknaan, peneliti menggunakan analisis literatur, diskusi terpusat serta focus group discussion. Hasil penelitian menunjukkan bahwa diperlukan bentuk-bentuk sinergitas antara sekolah, keluarga dan masyarakat dalam menguatkan pendidikan karakter melalui pembelajaran holistik. Guru hendaknya dapat berperan sebagai orang tua sekaligus sahabat bagi siswa selama berada di sekolah. Diperlukan kerjasama yang baik antara lembaga pendidikan dengan stakeholders dan dinas terkait, revitalisasi peran komite sekolah, pemberdayaan lulusan, potensi kearifan lokal di lingkungan pendidikan, sosialisasi program sekolah melalui berbagai forum dan media. Diperlukan dukungan orang tua terhadap proses pendidikan dan kemajuan belajar peserta didik, serta melakukan pengawasan dan evaluasi pendidikan secara berkala yang melibatkan berbagai pihak terkait. Pembelajaran holistik memerlukan pemahaman guru terhadap konsep pembelajaran terpadu serta mengupayakan pembelajaran yang memiliki kebermaknaan. Diperlukan pula Integrasi kurikulum agama dan sains serta pembelajaran integratif agar peserta didik dapat mengembangakan potensi dirinya dengan baik.

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SHAPIRO, DANIEL F. "Facilitating Holistic Curriculum Development". Assessment & Evaluation in Higher Education 28, n.º 4 (agosto de 2003): 423–34. http://dx.doi.org/10.1080/0260293032000066245.

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Chien, Chih-Feng y Ching-Jung Liao. "From Learning Literature to Online Holistic Education". International Journal of Web-Based Learning and Teaching Technologies 16, n.º 6 (noviembre de 2021): 1–17. http://dx.doi.org/10.4018/ijwltt.20211101.oa4.

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This study utilizes the literature education section of an online holistic environment to: (1) develop a literature education survey based on Miller’s (2007) theory of holistic education, (2) explore the effect of students’ holistic learning through online literature immersion, and (3) inquire about students’ holistic development through literature appreciation. Eight hundred twenty two college students were involved in the online literature-related activities. With qualitative and quantitative data collection, the study analyzes online literature and poetry, interactive feedback and reflection, and a survey questionnaire. The study’s content analysis discovers how students’ literature works are distributed into Miller’s three principles of holistic education and their extensive subthemes. Confirmatory factor analysis results suggest the survey instrument captured e-HO’s literature education module’s holistic impact. The discussion and limitations for online literature education from a holistic education perspective are also provided to guide future research

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Burak, Oksana. "HOLISTIC CONCEPTION OF EDUCATION IN FORMATION OF HOLISTIC PERSONALITY OF POSTMODERN AGE". Continuing Professional Education: Theory and Practice, n.º 3 (2015): 52–56. http://dx.doi.org/10.28925/1609-8595.2015.3.5256.

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Mitra, Jay. "Holistic experimentation for emergence". Industry and Higher Education 31, n.º 1 (21 de diciembre de 2016): 34–50. http://dx.doi.org/10.1177/0950422216684072.

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This article explores the development of a comprehensive and systemic approach to entrepreneurship education at a research-intensive university in the United Kingdom. The exploration is based on two key conceptual challenges: (a) taking entrepreneurship to mean something more than new business creation and (b) differentiating between entrepreneurship education and entrepreneurship training. The author draws on human capital, capabilities and planned behaviour theories together with those of competency-based and experiential learning to make six propositions. The idea is to develop a replicative framework for obtaining insights into the setting of multiple objectives, varied content and a range of pedagogies with which to achieve critical learning outcomes for a set of postgraduate programmes on entrepreneurship in a university context. We distinguish between entrepreneurship education and training but recognize the importance of incorporating both in a curriculum designed to offer a higher education platform for mindset change, critical thinking, problem-solving and individual development capabilities and entrepreneurial value creation in different environments.

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Rybska, Eliza y Maciej Błaszak. "Holistic education – a model based on three pillars from cognitive science. An example from science education". Problemy Wczesnej Edukacji 49, n.º 2 (17 de junio de 2020): 45–59. http://dx.doi.org/10.26881/pwe.2020.49.04.

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In this conceptual article we present a modular model of holistic education. Within this approach, an educational activity (and a child’s learning that derives from it) can be characterized in three dimensions: 1) safety, inclusion and participation; 2) interaction, cognition and representation; and 3) affective action leading to imagination and creativity. A holistic approach nurturing the full cognitive development of a child requires going beyond what a conventional school offers, but still presumes designed but liberating processes. We provide a neurobiological argument for holistic education supported by evidence for the featured three dimensions of holistic education along with illustrative examples.

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Catalina, Debora Eugene y Neng Priyanti. "HOLISTIC LEARNING FOR YOUNG LEARNERS – IS IT POSSIBLE AND WHAT CAN CHRISTIAN TEACHERS DO TO MAKE IT HAPPEN?" Polyglot: Jurnal Ilmiah 18, n.º 1 (26 de enero de 2022): 33. http://dx.doi.org/10.19166/pji.v18i1.3886.

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Christian teachers play a critical role in the implementation of holistic learning as the vision of Christian education is to transform students’ lives holistically. However, there seems to be a subtle debate in the implementation of holistic learning to younger students, whether it is possible or not. Arguing that it is not only possible, but it is a must, this study explores the implementation of holistic Christian education for young learners. This study has found that the implementation of holistic learning for younger learners requires Christian teachers to provide authentic and inclusive learning, and to facilitate a learning environment for younger students to build their worldview grounded on biblical truth from an early age.Bahasa Indonesia Abstrak: Guru Kristen memiliki peran yang signifikan dalam melaksanakan pembelajaran holistik karena visi pendidikan Kristen adalah mentransformasikan kehidupan siswa secara holistik, termasuk bagi para pembelajar muda. Namun demikian, peneliti menemukan bahwa masih kurangnya pemahaman guru Kristen tentang pembelajaran holistik khususnya bagi pelajar muda yang tercermin dari bagaimana proses belajar mengajar dilakukan di kelas. Penelitian ini bertujuan untuk menganalisis peran guru Kristen dalam melaksanakan pembelajaran holistik terutama untuk pelajar muda dalam pendidikan Kristen. Studi ini mengungkapkan bahwa pemahaman yang benar dalam menerapkan pembelajaran holistik Kristen bagi pelajar muda sangat penting bagi guru Kristen karena hal itu mempengaruhi praktik mengajar mereka. Guru Kristen harus memahami bahwa peran mereka adalah menyediakan pembelajaran otentik, pembelajaran inklusif, dan memfasilitasi lingkungan belajar bagi pelajar muda untuk membangun pandangan dunia mereka yang didasarkan pada kebenaran alkitabiah sejak usia dini.

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Jung, Min Young. "Scot Nearing's Educational Philosophy through Holistic Education: Based on the Holistic Educational Perspective". Korean Society for Holistic Convergence Education 25, n.º 1 (30 de marzo de 2021): 1–17. http://dx.doi.org/10.35184/kshce.2021.25.1.1.

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Suave, Virginia L. "Storyweavers: Holistic Education for ESL/EFL Learners". TESL Canada Journal 20, n.º 1 (26 de octubre de 2002): 89. http://dx.doi.org/10.18806/tesl.v20i1.942.

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In an L2 classroom that is taught from heart to heart, story takes on a different role than in the classroom that is primarily about the conveying of information and the development of linguistic skills. In the latter classroom, stories have been about reading comprehension and the acquisition of new vocabulary. In a classroom where the teacher recognizes education as the drawing forth of the individual and the shaping of a community acting on the world, story assumes a central role. In this article the author explores the realm of story in such a classroom and shares many of her own stories. When story is the medium of learning rather than just the end thereof, we come to see that the learners' real needs are much greater than vocabulary, pronunciation, and grammar. We also see that in such a classroom, community emerges.

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TRBUŠIĆ, HELENA. "Holistic education: the social reality of engineering". Journal of Education Culture and Society 4, n.º 2 (9 de enero de 2020): 227–38. http://dx.doi.org/10.15503/jecs20132.227.238.

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Over the last few decades, scientists exploring the aspects of engineering education and investigating the strong connection between the engineering profession and society have argued for a more rounded, holistic approach to the engineering curriculum. In addition to fundamental technical subjects, they have proposed the inclusion of a broad range of social subjects in order to equip young engineers with social and communication skills relevant for teamwork, and to enhance their awareness about both the way social changes influence the implementation of certain engineering solutions and about the way develop-ments in engineering have a considerable impact on society in general. This paper presents the results of a two-year qualitative study of the importance of social subjects within the engineering academic curriculum at the Faculty of Mechanical Engineering and Naval Ar-chitecture in Zagreb, Croatia.

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이은성. "Understanding A Holistic Approach to Christian Education". Journal of Christian Education in Korea ll, n.º 41 (marzo de 2015): 9–38. http://dx.doi.org/10.17968/jcek.2015..41.001.

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이종현. "Humanity Education Based on Holistic Educational Philosophy". KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, n.º 45 (agosto de 2014): 319–44. http://dx.doi.org/10.17282/ethics.2014..45.319.

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Park Chan-Seok. "Multicultural Education substantiality plans for holistic growth". KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, n.º 53 (septiembre de 2016): 97–119. http://dx.doi.org/10.17282/ethics.2016..53.97.

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James, Philomena y Helen Day. "Education is just part of holistic nursing". Nursing Standard 12, n.º 15 (17 de diciembre de 1997): 12. http://dx.doi.org/10.7748/ns.12.15.12.s33.

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Park Byung-chun. "Holistic Moral Education Based on Care Ethics". Journal of Moral & Ethics Education ll, n.º 31 (diciembre de 2010): 111–32. http://dx.doi.org/10.18338/kojmee.2010..31.111.

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Duarte, Joana y Mirjam Günther-van der Meij. "A holistic model for multilingualism in education". EuroAmerican Journal of Applied Linguistics and Languages 5, n.º 2 (30 de diciembre de 2018): 24–43. http://dx.doi.org/10.21283/2376905x.9.153.

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Carranza, Maribel. "Creative thinking: a holistic study in education". Revista Innova Educación 3, n.º 4 (1 de octubre de 2021): 123–32. http://dx.doi.org/10.35622/j.rie.2021.04.009.en.

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The objective was to review various scientific articles to identify the relevant concepts, characteristics, and theories that underpin the construction of creative thinking and analyze the proposals that contribute to its improvement. For this, databases such as Ebsco, Scopus, Eric were reviewed, from which 50 relevant articles were selected. The methodology used is descriptive-analytical, which allowed us to reach the following results: there are a diversity of definitions, characteristics, and strategies that promote the improvement of creative thinking, and its development in students is crucial for good growth in society. In conclusion, the educational system must promote the knowledge and development of creative thinking in the teaching-learning process since this skill is required to access a job.

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