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Presentation for the Uni. of SussexSaturday 31st Jan 2009

Dr Roger Prentice

Theorizing your practice & practising your theory:

values & philosophies underpinning holistic education as a movement.


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The 4 s ! at its si"#$est % &i$$ 'e suggesting that the hu"an s#irit( and therefore education( is intra!#ersona$$y a'out)

1 aring(2 reati*ity and3 ritica$ity

All of w ic we e!"erience# learn and e!"ress inter-"ersonall$ in % o""unity .& e ''C (ideo Socrates for Six!year!o$ds s ows m$ e!em"lar$ "rogrammefor t e )Criticalit$* dimension i.e. P+C# and s ows an outstanding e!am"le ofPerson-centred teac ing. All m$ wor, from# and ac, to# t e classroom.


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+ideo ,Socrates for six!year o$ds-

& 345 s t is 6olistic ducation 8 6ow far and inw at wa$s is it 6ol. d.

-----0-----oo,s at American " iloso" er :att ew i"man and is t eories t at con(entionaleducation is failing c ildren ecause it doesn;t teac t em to t in, and 0s (oiced a radicalidea5 t at efore c ildren can learn to a sor facts# t e$ must e taug t ow to t in,. 6ist eories a(e een c annelled t roug an educational "rogramme called P iloso" $ forC ildren# aimed at "u"ils of all ages and cultures. &eac ers are filmed wor,ing insc ools in two contrasting en(ironments - a smart su ur of 4ew ?erse$# and in 4ewar,#one of t e toug est cities in t e A.


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%f you are an ex#erienced #rofessiona$ the #ur#ose ofan /( it has 'een suggested( is

&o more full$ articulate t e model/s t at is wit in t e ) lood and ones* of $our dail$ "ractice.

ou do t is (ia $our reading of "u lic ,nowledge# conducting a "iece of researc t atin(ol(es $our "ractice and e!"ressing t e wor, in e.g. a long essa$.

At est $ou researc $our "ractice and "ractise $our researc in a ongoing c$cle 8 and indoing so $ou li(e $our (alues more full$ in $our "ractice.

e all construe t e world in "articular wa$s i.e. we are wal,ing )models* - ee non-mainstream PCP "s$c ologist Beorge ell$

e need to e clear on w at a model is. :ost t eoretical models seem to e (ague. & emore (ague t e$ are t e more difficult t e$ are for ot ers to ado"t.

4' - f $ou a(en*t articulated $our own model $ou are using someone else*s


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y 'rief for today

1F Pro(ide an o(er(iew of olistic educationGand its di(erse models/creating $our own modelF

2F ntroduce t e ,e$ ideas H readings of 6ol. d.

IF Discuss m$ P D Gresearc findingsF

:$ time allocation 8 90 ours Gis t at correct F


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1F An o(er(iew of 6olistic ducationGand articulating $our own modelF


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17 Central Concerns of Holistic, Human-centred

or Person-centred education – 1 to & e central im"ortance of gi(ing a satisfactor$# alanced# a""ro"riate account of 5

1 w at it is to e full$ H "ositi(el$ uman. GCan an$t ing e more im" t an t is a""ro"riate H c allenging forms of and de-construction Go Jecti(e forms - ;reading; anal$sing etcF

7 t e " $sical# "s$c ological H s"iritual dimensions of learning H t eir inter-relations i"s

K t e re-esta lis ment of t e central im"ortance of wisdom.


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17 Central Concerns of Holistic, Human-centred

or Person-centred education – ! - "7 & e central im"ortance of gi(ing a satisfactor$# alanced# a""ro"riate account of 5

9 engendering and managing (olition. 10 acti(e and e!"eriential learning

11 lo(e /affect 12 ,nowing# ,nowledge H "ersonal transformation

1I communit$ 8 including friends i" grou"s# class# famil$ H wider communit$

1% multi-le(el-dialogue 8 intra"ersonal and wit in friends i" grou"s# class# famil$ H wider comm.

1E t e Gc osenF sources of ig er-order (alues H eliefs#

1> t e nature H im"lications of t ose ig er-order (alues and eliefs - inc. t e ole# t e nature ofrealit$ H t e ine(ita le conte!t of m$ster$ Gworld-(iewF

17 finding H utiliLing est a(aila le# a""ro"riate# content for eac element


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Too fe& ho$ists in re$ation to nu"'er of s#ecia$ists

& e 17 concerns constituteaF aF a set of design criteria and

F F a set of e(aluati(e criteria.

ou can stud$ its 8 ut we a(e an e!cessi(e num er of s"ecialists andfar too few e!"ert generalists or olists.

& ere are "eo"le w o el" e.g. including good Journalists

deall$ a sc ool-lea(er# suggest# would a(e a alance i.e. e ageneralist as well as a s"ecialist


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hat is o$istic ducation

5 o$istic education is

a #hi$oso#hy of education 'ased on the #re"ise that each #erson finds identity( "eaning( and #ur#ose in $ife throughconnections to the co""unity( to the natura$ &or$d( and to

s#iritua$ *a$ues such as co"#assion and #eace. o$istic education ai"s to ca$$ forth fro" #eo#$e an intrinsic

re*erence for $ife and a #assionate $o*e of $earning .MRon :iller



#$hat is it to function holistically - as a ho$istic #ractitioner %

U$ti"ate$y "y ans&er 6

&o function as a olistic "rofessional is#

5To #roceed in a$$ #articu$ars &ith a

dee# sense of the &ho$e.7 RP



8ut in ste#s a$ong the #ath ofde*e$o#"ent it is)

5 1 conscious$y connecting e*er!&ideningcontexts( and

2 rea$i:ing encounters &ith the ho$e.7


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'our (ey )uotations

+irstl$ ?ung*sN

5The utterances of the heart; un$io existentia$ engage"ent( no dee# $earning.=


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?ourth$y i$'er on the #arts and theho$e)

5To understand the &ho$e it is necessary to understand the #arts. To understand the #arts( it is necessary tounderstand the &ho$e. Such is the circ$e of understanding.

e "o*e fro" #art to &ho$e and 'ac< again( and in thatdance of co"#rehension( in that a"a:ing circ$e ofunderstanding &e co"e a$i*e to "eaning( to *a$ue( and to*ision the *ery circ$e of understanding guides our &ay(&ea*ing together the #ieces( hea$ing the fractures("ending the torn and fractured frag"ents( $ighting the &ayahead ! this extraordinary "o*e"ent fro" #art to &ho$eand 'ac< again( &ith hea$ing the ha$$"ar< of e*ery ste#(and grace the tender re&ard.7

& e $e of "iritN an integral (ision for a world gone slig tl$ mad $ en il er G1997F "u . am ala ".1.


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So"e defining characteristics of o$istic ducation

6olistic ducation for me is "art of a "aradigmatics ift. t in(ol(es

1 re-locating education wit in a framewor, ofeternal trut s e.g. as in ocratic education 8 seePeter A s GThe ducationa$ %"#erati*e Defence of Socratic and /esthetic @earning F

2 A #aradig"atic s ift to w at call G il erianF

"ost "ost-modernism 8 see il er*s The arriageof Sense and Sou$ I A realiLation of ni(ersalism e.g. (ia Perennial

P iloso" $ as a (alues "ers"ecti(e H world-(iew


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The "ost usefu$ conte"#orary f$o&ering of Socraticeducation is P? ( Phi$oso#hy for hi$dren( 'y Prof

atthe& @i#"an

Professor Matthew Lipman starteddeveloping PFC in 1969.

PFC = Text+agenda of!estions+fa"ilitating pro"ess

#t is the exemplar$ programme for thedevelopment of "riti"alit$ in m$ %!n&'L(

model.


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27/01/09 C Dr Roger Prentice 1K

=>o existentia$ engage"ent( no dee# $earning.=! Peter /''s

suggest t at one of t e iggest "ro lems in ed. is t at c ildren a(e soman$ e!"eriences t at are s allow# su"erficial# - mere its ofunconnected stuff 8 no e!istential engagement 8 no dee" learning.

& e ) il erian s ift* is from w at e calls )+latland* realit$ toe!"eriences of de"t and of t e ole.

n s ort +latland realit$ is t e denial of an$ ,ind of trut or (alue ot ert an ) ean-counting*.

As Art ur Costa said# = hat &as educationa$$y significant and hard to"easure has 'een re#$aced 'y &hat is insignificant and easy to"easure. So( no& &e "easure ho& &e$$ &e ha*e taught &hat is not&orth $earningA=


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xa"#$es of other as#ects of the #aradig"atic shift B it-s theco!eCui*a$ent of the shift fro" >e&tonian #hysics to instein

#ost! instein #hysics

1 :ec anistic world-(iew (. "rocess world-(iew

2 :aterialistic (. idealistic

I ower order (alues (. ig er order (alues

% +ragmentation/atomistic Gfocus on "artsF (. G F olism G ole as well as "artsFE asteful consum"tion (. sustaina ilit$ in societ$/en(ironment

> 6umans as consumers ( umans as GtranscendentF )ser(ants* of uman,ind

7 Promotes im"ersonal ,nowledge ( integration of "ersonal ,nowing

K u"erficial H tri(ial culture ( dee" "s$c o-s"iritual e!"eriences

9 ndless t irst for more ( t e sim"le feeling of eing

a(e a out E0 of t ese 8 t e triadic ones are e(en more interesting


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il er manages to "resent t e strengt s and wea,nesses of "re-modernism# modernism and "ost-modernism.

6e is also t e maJor contem"orar$ re-"resenter of PerennialP iloso" $.


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3n ni(ersalism or Perennial P iloso" $ BOBod as no religion.M

5% 'e$ie*e in the funda"enta$ Truth of a$$ great re$igions of the &or$d. %

'e$ie*e they are a$$ Eod gi*en and % 'e$ie*e they &ere necessary forthe #eo#$e to &ho" these re$igions &ere re*ea$ed.

/nd % 'e$ie*e that if on$y &e cou$d a$$ of us read the scri#tures of thedifferent faiths fro" the stand#oint of the fo$$o&ers of these faiths( &e

shou$d find that they &ere at the 'otto" a$$ one and &ere a$$ he$#fu$ toone another.7 B

: Band i


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Perennial P iloso" $ in one sentence

O e can 'e ha##y( and ser*e others &e$$(if &e rea$i:e our true Se$f ('y detaching ourse$*es fro" the egotistic $o&er se$f and'y 'eco"ing a&are of the sti$$ness 'eneath the noise.7


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H*+* H.$ /*0 $ 2*+ 3445+ 6*TH* 7 45 .+ P. 0T .' TH* P*+*00 5

PH . .PH8

1. "irit e!ists.

2. "irit is found wit in.

I. :ost of us don;t realiLe t is "irit wit in# owe(er# ecause we are li(ing in a world ofsin# se"aration# and dualit$--t at is# we are li(ing in a fallen or illusor$ state.

%. & ere is a wa$ out of t is fallen state of sin and illusion# t ere is a Pat to our li eration.

E. f we follow t is "at to its conclusion# t e result is a Re irt or nlig tenment# a direct

e!"erience of "irit wit in# a u"reme i eration# w ic --

> mar,s t e end of sin and suffering# and w ic

7 issues in social action of merc$ and com"assion on e alf of all sentient eings.


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2F e$ readings 8 see andouts

a(e also "ut t em on m$ site and amcontinuing to add rele(ant materialsN

www.sunwal,ed.word"ress.com


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%f you thin< of additiona$ Cuestionsafter today contact "e atF.

roger"rentice@ igfoot.com

01 %I% I%E 07%

www.sunwal,ed.word"ress.com

& e nd
mailto:[email protected]:[email protected]

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