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Holistic education is a movement in education that seeks to engage all aspects of the learner, including mind, body, and spirit. [1] Its philosophy, which is also identified as holistic learning theory, [2] is based on the premise that each person finds identity, meaning, and purpose in life through connections to their local community, to the natural world, and to humanitarian values such as ...
In agriculture, holistic management (from ὅλος holos, a Greek word meaning "all, whole, entire, total") is an approach to managing resources that was originally developed by Allan Savory [1] for grazing management. [2] [better source needed] Holistic management has been likened to "a permaculture approach to rangeland management". [3]
Ashley described seven principal ways Waldorf education differed from mainstream approaches: its method of working from the whole to the parts, its attentiveness to child development, its goal of freedom, the deep relationships of teachers to students, the emphasis on experiencing oral traditions, the role of ritual and routine (e.g. welcoming ...
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Development can be a combination of multiple disciplines. Sustainable development focuses on a balance of environmental, economic, and social. The core approach of systemic development is a process for thinking holistically while addressing complex issues and progressing towards a mutual goal with high participation rates. [1]
The idea of an explicitly "organismic theory" dates at least back to the publication of Kurt Goldstein's The organism: A holistic approach to biology derived from pathological data in man in 1934. Organismic theories and the "organic" metaphor were inspired by organicist approaches in biology.
An example of a non-Western model for development stages is the Indian model, focusing a large amount of its psychological research on morality and interpersonal progress. The developmental stages in Indian models are founded by Hinduism, which primarily teaches stages of life in the process of someone discovering their fate or Dharma . [ 153 ]
No specific approach was created leaving universities to design the approach themselves. Universities were also left with a goal of ensuring an education for their students that will contribute to social and economic development, as defined by the community in which the university resides.