Volume 2 : Issue 1 (2015)

HOLISTIC EDUCATION FOR HOLISTIC LIFE

Holistic life means 'looking at life in its totality or entirety without fragmenting it into domains such as physical, emotional, social, economic, spiritual or into compartments like personal and professional or into blocks arranged on the basis of age, nationality, religion, race, caste, creed etc. Holistic life also offers possibilities to live meaningfully, purposefully and creatively in the increasingly complex world around us. Indian civilization gave the ideal of Holistic life through the concept of fourfold goals of life, i.e. dharma, artha, kama, moksha. In the west also the idea of holistic life and holistic development has been explored extensively. The underlying purpose of the theory of Multiple Intelligence of Gardiner is the holistic development of an individual and thereby emphasizing the need for holistic education that will enable to live a holistic life. Holistic education empowers learners to examine critically the cultural, moral and political contexts of their lives and leads learners towards actively challenging and changing their socio-cultural milieu to meet human needs. It is oriented towards lifelong learning or 'learning how to learn,' that leads to a journey of self-actualization and self realization through harmonious intrapersonal and interpersonal relationships and interconnectedness with other individuals, groups and the world. This paper stresses the need for replacing our current education system which is largely information & knowledge laden and examination & employment oriented with Holistic education that focuses mainly on life skills, attitude formation of students, personal and interpersonal skills, and inculcation of values.

Holistic, Meaningful, Life, Aims, Multiple Inteligents

Forbes, S. (2003). Holistic Education: An Analysis of its Ideas and Nature. Brandon, VT Foundation for Educational Renewal. Forbes, p. 17. Gardner's (1983). Frames of mind: The theory of multiple intelligences, Basic Books, New York Gardner, H. (2006). multiple intelligences: New horizons in theory and practice. Basic Books, New York: Hare, J. (2010). Holistic education: An interpretation for teachers in the IB programmers, IB position Paper. International Baccalaureate Organization Huitt, W. (2011). A holistic view of education and schooling: Guiding students to develop capacities, acquire virtues, and provide service. Revision of paper presented at the 12th Annual International Conference sponsored by the Athens Institute for Education and Research (ATINER), May 24-27. Athens, Greece. Miller, R. (1991). Introduction in Miller. R. (Ed), New Directions in Education, pp 1-3, Brandon, VT. Holistic Education Press, p. 3 Patel Nandish (2003). A Holistic Approach to Learning and Teaching Interaction: Factors in the Development of Critical Learners. The International Journal of Educational Management, 17(6/7)272-284. Scligman (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press. Scligman. M. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Free Press. Sternberg, R. (2004). 'What is wisdom and how can we develop it?' Annals of the American Academy of Political and Social Science, 591, 164 UNESCO (1996). Learning: The Treasure Within. The Report to UNESCO of the International Commission on Education for the Twenty First Century chaired by Jacques Delors. Paris, UNESCO Venugopal (2009). Journal of the Krishnamurti Schools, issue, 13.2009 http://www. journal. kfionline.org/issue-13/the-philosophical undcipinnings-of-holisdc-cducation