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Challenges and Knowledge of The Holistic Educational Approach In Slovenia

Polonca Pangrčič
Alma Mater Europaea - ECM
Slovenia

Jasmina Kristovič
Alma Mater Europaea - ECM
Slovenia

Sebastjan Kristovič
Alma Mater Europaea - ECM
Slovenia

In the international arena of formulating and designing educational policies, UNESCO and the European Commission are increasingly emphasizing the importance of a holistic approach in education. It is about awareness and consideration that the child is not just a cognitive being, but an indivisible whole of the physical, mental and spiritual dimensions. It means that the entire educational system should work towards taking all these dimensions into account. For such an implementation, we need qualified professionals who understand and act on the principles of a holistic approach. As part of the Holistic Educational Process and Mental Health Promotion project (L5-1844), funded by the Public Agency for Research (ARRS) and the International Institute of Psychotherapy and Applied Psychology in collaboration with Alma Mater Europaea - ECM, the research group conducted a survey among educational professionals, the purpose of which was to determine the current state of knowledge and understanding of the holistic approach. We used a descriptive and causal non-experimental method of pedagogical research and systematically analysed the answers of educators on a representative sample (N = 525). The results are extremely worrying. The key findings are that education professionals rate their knowledge of this approach as good or very good, but the analysis showed just the opposite. This means that they operate in the utterly erroneous belief that their approach is holistically and humanistically oriented, but in reality it is still transmissive, transformational, or cognitive-constructivist. The solution lies in the appropriate education and training of professionals in education, for teaching and acting according to the principles of a holistic approach.

 

 


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