Whole Child Education

When we speak of tensions in education, I see a great many.  The two that really stand out for me are; the lack of focus on our students as a whole and complex being within our society, as well as our unnerving need as adults/experts to control and manage learning experiences.

Last weekend I had the distinct honour of joining an amazing group of mindful educators as we listened to Jack (John P.) Miller speak about the lives of the Transcendentalists. We broke into smaller groups to discuss one of a handful of thought provoking quotations from Jack’s new book Transcendental Learning: The Educational Legacy of Alcott, Emerson, Fuller, Peabody and Thoreau. It was during this time and the large group discussion that followed that I came to experience my own learning unencumbered by external judgements or expectations. This certainly relates to my own preconceptions of what to expect having read and connected so deeply with Jack’s earlier work in Whole Child Education but I believe it also had a lot to do with not knowing any one of the 30 or so attendees before entering the room. I could come to the table, not as a student, but as an adult on equal footing.

Returning to my initial point, Jack would offer Holistic Education; one that focuses on the whole person (i.e., heads, hands, and heart), in response to the previously mentioned tensions in education. The Holistic Curriculum, focuses on three connections relating to the individual (i.e. thinking, mind-body, and soul) and three connections centering on integrated learning, the earth, and community (i.e. subject, earth, and community). But more than  just an acknowledgement of the whole child it speaks to nurturing the teacher and teaching with soul. Jack refers to Emerson’s writings about teachers using “methods of love” and concludes this new book with a comparison to Emerson’s beliefs about poets in that “teachers should also ‘be free and make free’ (p.122).”

In my Organizational Communication course I was asked to look at the leadership communication roles I wish to play in my career. I noted that I wish to become an advocate for the freedoms of children while revealing to them their responsibilities within society. This statement is a snapshot of my own transformative learning in which I have come to look beyond the limited expectations of mainly intellectual and economic preparation which is the current push within our outdated system of education. This too speaks to the tension between freedom and wisdom, a tension I hope to explore more in the future. I still grapple with how to implement a holistic curriculum while nurturing myself as a teacher within a neo-liberal school environment. This has been a major impetus in looking to open a school. Some schools are exemplary at doing this and I’d like to see more of them.

In the meantime, I will be connecting with Deborah Adelman from the Executive Committee of The Equinox School (thank you Jack) to discuss the challenges they faced in making this possible.

Advertisements

About leighsanger

Elementary teacher candidate, and mother always on the lookout for authentic and transformative educational experiences.

Posted on January 28, 2012, in Existing Alternative Schools, Philosophy & Governance Models, Reflections. Bookmark the permalink. Leave a comment.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: