Holistic and Academic Education

Holistic and Academic gentilityHolistic commandment is a discipline of culture based on the premise that to each star person finds, meaning, identity and purpose in vitality through connections to the natural initiation, to the community, and to gentlemans gentlemanitarian values such as recreation and compassion. Holistic education aims to call forth from people an intrinsic hero-worship for life and a passionate love of attainment. This is the definition given by Miller, editor, founder and author of the journal Holistic Education. The term holistic education is often used to refer to the more democratic and humanistic types of ersatz education. Flake, C. L (1998) describes this further by stating, What distinguishes holistic education from other forms of education, at its most general level, atomic number 18 its objectives, its focus to learn through experience, its goals and the consequence it places on primary human values and relationships, within a learning envir onment.The concept of holism refers to the idea that all the properties of a given carcass in any field of landing field cannot be determined or explained by the sum of its component parts Forbes, S. H, 1996. The system as a whole instead determines the behavior of its parts. There is no hotshot quotation for a holistic education movement. There is neither a subject field form of expression nor a predominant proponent. It is difficult to define perishly a holistic education. There are a number of perceptions and values, still that most schools claiming to be holistic would follow Miller.R, 2010. A holistic instruction of thinking rather than defining human possibilities narrowly, literally tries to integrate and extend multiple layers of experience and meaning.Teaching MethodologiesThere are some(prenominal) methodologies follow by schools that preach holistic educationReligion as a part of lifeHolistic education cultivates religious values as a part of the life. There are classes that insist and preach moral values such as divinity, spirituality, receivedization of self, morality, mortality, serving the community and ofttimes more.Live WorkshopsEducation through experience is the main motto of holistic education. Everything is make live in the form of workshops. Scholars from various disciplines interact with the students and shoot real-time workshops rather than imparting the bookish knowledge. Children or students literally do what they learn and learn what they do. This make the children gain experience in each and every subject they learn.Science Fairs and ExhibitionsThe institutions spent a lot of essence in gather people of same likes and interests at a single place and share their views on thoughts. Knowledge is the only resource that multiplies on sharing. Knowledge transfer is accomplished in holistic education extinct-of-pocket to many fairs and exhibitions.Special Training ProgramsTraining programs to develop various technical, managerial and behavioral skills are conducted often by these institutions. Some of the most probative training programs are leadership training, team building training, communication training, mental training, orientation training and religious training.MentorsThe teachers in the holistic schools are not strict as that of regular academic schools. Rather than threatening the students by exercising strict control over them, these teachers act as real friends and mentors of the students. The children can get guidance from their mentors very easily and without a hesitation. The rampart amidst the teacher- student relationships is completely broken in holistic education. olibanum holistic education is far beyond the styles adopted by unoriginal academic learning. With acts like terrorism, crime and violence increasing in the society, holistic learning, obviously is the need of the hour.Aims and objectives of the viewPrimary objective lensTo understand the primordial concepts an d options of holistic education.To analyze the difference between academic and holistic education.To delineate the need for holistic education.To study the process of education followed in holistic institutions in India.To evaluate the effectiveness of holistic education systems. supplementary Objective To create awareness about holistic education among people of India.To furiousness the need for holistic education in India.To encourage the people to assay holistic education rather than formulaic academic education.Review of literary productionsThe Indian educational history has alship canal been glorified by the figurehead of universities like Nalanda, Vikramshila and Taxila, from the ancient period. India has got the privilege of establishing universities, even before there were universities in continents like Europe.The contributions of Arya Bhatta, Chanakya, Kalidasa and Baskaracharyya could not be forgotten by the whole foundation. Be it mathematics, science, literature or technology, India would be in the list of one of the historic contributors irrespective of the discipline of education. Indians have produced many of the most successful and uncommon insights, thoughts and inventions.However, on examining the post independent era, the scenario of growth in the present Indian education is remarkably low and in fact pitiable. The 65 eld of post independence has not made much difference in Indian education, especially in rural India. Independent India however has stood unique by setting up over seventy education charge or education committee.Out of the 94 developing countries in the world, the gravel of India is 76th in terms of overall educational development index EDI. The luck of students enrolled in first standard (Class I) and reached to fifth standard (Class V) is 77 in other developing countries. Controversially in India it is only 60%. Krishnamurthy, 1994. This statistical information is significant enough to understand the deteriorat ing situation of present India.India ranks a low 105 out of 127 nations in UNESCOs Education for All developing Index (EDI) for 2004, despite its much-prevalent Education for All (Sarva Shiksha Abhiyan) initiative. The worst part of it is that the unite Nation body says it is doubtful if India would be able to achieve the EFA (Education for All) goal. The EFA goals concentrates on 100% enrolment in primary schools by the year 2015 and it is one of the U Ns Millennium Development Goals (MDG).All this has happened only because of the conventional educational system that focuses much on making the children to pile up with gobs of books rather than understanding the true value of education. The conventional academic education ruins the imaginative power of kids. Especially the academic educational system in India is so strict that it does not give place for creativity and human values.On the other softwood, an alternative educational system also cognise as holistic education is eme rging in India. Unlike the conventional system, holistic education concentrates on learning through experience. This gives a impertinently definition and style to education. By this system, children can learn by doing any(prenominal) they love to do. This system induces an interest for learning among children and education is being made a fun by this process.Holistic learning is also know as transformative learning. Jack Mezirow (2000), Neuman (1998), Boyd Meyers and Edmond OSullivan, (1988) have contributed to the research of transformative learning and have identify a new framework or pedagogy that is to be demo in holistic programs. According to Mezirow, the goal of education is to help the unmarried become a more autonomous thinker by learning to negotiate his or her own values, meanings, and purpose rather than uncritically acting on those of othersMezirow ,2000. According to Edmond OSullivan, transformative learning posits experiencing a deep, structural shift in the bas ic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. Edmond OSullivan, 1988.OSullivan E., has identified five themes as the vestigial to transformative learning.The connection or relationship that humans have with the natural world also known as the consciousness of the environmentConscious world citizens, equality, peace, world citizenship, interdependency, narratives of inclusion and interconnectednessIntegral curriculum integral development-from the individualized to the planetary, contextual-holistic vs. content- readingalAn experience of belonging community, a place, rootsA sense of the set apart integrative dimension of experience, awe, respect for life, connections to the spiritJack Mezirow, 2000, On the other hand has specified ten elements that provide a strong foundation for transformative learning.A sense of safety, openness, trust egalitarian, nonjudgmental and non-competi tive environmentA learner touch on approachCritical reflection and explorations of alternative personal perspectivesAffective learning, emotions and feelings discussedSolitude, self chatHandling disagreement, confronting rather than avoidingExperiential learningAcknowledging many ways of knowing and learning multiple intelligencesQuestioning our assumptions, beliefsThe use of rational discourse, dialogueBoyd and Meyers, 1988, include supporting students to recognize their spirit-a knowing or a legality that resides in them, in promoting transformative learning.Neuman, 1996 expands the acknowledgment of the importance of feelings and emotions to the transformative aspects of learning experiences.Research methodological analysisTwo forms of research are undertaken in order for the purpose of self-coloured the objectives of the studyPrimary Research Data still through first-hand sourcesSecondary Research Second-hand data collected through different sourcesPrimary research- numeri c ResearchQuantitative research method will be followed in order to create a detailed analysis of consumers perception regarding emails and treat mails as marketing medium in India. Quantitative research offers several advantages to the study Brower et al (2000, pg. 366) assert that quantitative researchers pursue- and insist that they generate- value-free, unbiased data. Similarly, McLaughlin et al (2002) highlight the following uses of quantitative approach Research and establish pellucid hypotheses Uses accurate measures of concepts Uses tests of statistical significance Uses controls for other explanatory variables Provides a clear theoretical contextCase-studiesThe term case-study usually refers to a fairly intensive examination of a single unit such as a person, a small group of people, or a single company. Case-studies involve measuring what is there and how it got there. In this sense, it is historical. It can enable the researcher to explore, feed and understand problems , issues and relationships. It cannot, however, allow the researcher to generalize, that is, to argue that from one case-study the results, findings or conjecture developed apply to other similar case-studies. The case looked at may be unique and, therefore not representative of other instances. It is, of course, achievable to look at several case-studies to represent certain features of management that we are interested in studying. The case-study approach is often done to make functional improvements. Contributions to general knowledge are incidental.The case-study method has four steps make the present situation.Gather background information about the past and cay variables.Test hypotheses. The background information collected will have been analyse for possible hypotheses. In this step, specific evidence about each possible action can be gathered. This step aims to eliminate possibilities which conflict with the evidence collected and to gain confidence for the important hypotheses. The culmination of this step might be the development of an experimental design to test out more strictly the hypotheses developed, or it might be to take action to remedy the problem. let remedial action. The aim is to check that the hypotheses tested actually work out in practice. Some action, correction or improvement is made and a re-check carried out on the situation to see what effect the change has brought about.The case-study enables generative information to be gathered from which potentially useful hypotheses can be generated. It can be a time-consuming process. It is also inefficient in researching situations which are already well structured and where the important variables have been identified. They inadequacy utility when attempting to reach rigorous conclusions or determining precise relationships between variables.Sample sizeThis study takes into consideration ten different holistic schools functioning in India.Secondary ResearchSecondary data is the information what was collected in the past for some other purpose. Usually, researchers start their investigation by studying a rich variety of already companionable data, to see if they can make a breakthrough in the study partly or wholly, without the use of expensive, time-consuming first-hand research. The following forms of secondary data will be used to research purposeBooksJournals and articlesNewspapersMagazinesOnline web portalsyearly ReportsGovernment AgenciesIndependent AgenciesGovernment official reportsLimitations of the study- .5 pageThis concentrates on the holistic educational practices in India and not any other type of education.This study focuses exclusively on alternate schools.This study involves the holistic schools in India alone.This study is applicable for holistic schools that have been successfully serving the society for not less than eight years.