HOLISTIC EDUCATION

Implementation of Holistic Education in the Republic of

Trinidad and Tobago

Name of the Writer

Name of the Institution

Implementation of Holistic Education in the Republic of Trinidad and Tobago

CHAPTER 1: INTRODUCTION

Outline of the Study

This research paper will be based on the topic "Implementation of Holistic Education in the Republic of Trinidad and Tobago." The first chapter will presents an introduction to the topic, problem statement, aims and objectives, and research questions of the study. The second chapter will provides the literature review including the previous researches highlights by the other researchers. The third chapter will comprise of the study methodology.

Background

The competition has been increased enormously in the 21st century, and demanded an education system that can facilitate students to face future challenges. Researches and educational authorities are dedicated to identifying, and implement an education system that can bring a smooth progress in the future life of students as well as to cope up with the future needs. The methods and teaching style of holistic education is recommended by various researchers (Beare & Slaughter, 1993; Bjerstedt, 1982; Galtung, 1982; Gidley, 2004; Gidley & Hampson, 2005). The teaching methods of holistic education are imagination, pro- social skills, special future methodologies, and visualization.

Holistic education is an integral process to restructure education in all its aspects. One of the important bases for establishing the holistic education is the new science and frontier science. Considered the new educational paradigm for the twenty-first century, has developed from the sciences of complexity, overcoming the reductionist view on mental process of knowing , the result is a holistic educational paradigm, and unprecedented in the history of education is radically revolutionizing ideas in education.

As a new paradigm, holistic education provides a comprehensive framework based on the best of human knowledge in six dimensions considered different emotional, social, cognitive, aesthetic, physical and spiritual, and based his theories from three main influences: the new paradigms of science, the perennial philosophy and the contributions of the great educators and teachers of mankind.

The holistic principles of interdependence, diversity, completeness, flux, change, unity, sustainability, etc.. are the basis of the new educational paradigm with the goal of integral human formation, objective can only be achieved by beating the Newtonian-Cartesian paradigm of mechanical science of the seventeenth century and today still remains dominant in the different educational systems.

The holistic paradigm can not be related to religious beliefs, dogmas and rituals, religion as an institution and manipulative dogmatic ideologies of human groups, has no place in the holistic view. For its part, spirituality is something that can not be denied, as is the conscience of the same being within the world and the universe. Is the essential nature of man, which is able to perceive beyond beliefs, dogmas and institutions or leaders organized.

Holistic education takes, therefore, the contributions of the new science as a basis, and recognizes the world as a complex web of relationships between different parts of a comprehensive whole. Similarly, not considered as important learning theories and models ...