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Voices of the Holistically Educated : = Impacts and Outcomes Beyond Academics = Vozes dos que foram educados holisticamente : Impactos e resultados alem da area academica.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Voices of the Holistically Educated :/
其他題名:	Impacts and Outcomes Beyond Academics = Vozes dos que foram educados holisticamente : Impactos e resultados alem da area academica.
其他題名:	Vozes dos que foram educados holisticamente :
作者:	Florencio-Wain, AutumnJoy Felicidade.
面頁冊數:	1 online resource (176 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Educational evaluation. -
電子資源:	click for full text (PQDT)
ISBN:	9798382736310

Voices of the Holistically Educated : = Impacts and Outcomes Beyond Academics = Vozes dos que foram educados holisticamente : Impactos e resultados alem da area academica.
Florencio-Wain, AutumnJoy Felicidade.

Voices of the Holistically Educated :Impacts and Outcomes Beyond Academics = Vozes dos que foram educados holisticamente : Impactos e resultados alem da area academica.Vozes dos que foram educados holisticamente :Impactos e resultados alem da area academica. - 1 online resource (176 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2024.

Includes bibliographical references

This dissertation engages a multi-step process to identify and articulate the internally defined goals of prominent holistic pedagogies including Montessori, Waldorf, Democratic Free Schooling, homeschooling, and radical/progressive education. It gives voice to adult former students who speak to, and illustrate, the ways in which they were impacted by their holistic educational settings on each of six identified areas of intended holistic development: physical, creative engagement, intrapersonal, interpersonal, cognitive, and transpersonal.Eighteen participants, ages 19 to 71, from various holistic backgrounds in North America, participated in focus group meetings and interviews. They reflected on their current sense of self on each aspect and discussed the pedagogical structures that they experienced as impactful on their development. Participants benefited from pedagogical structures that provided them with two key qualities: "non-interference" with the unfolding of their internally motivated curiosity and developing sense of self, and "freedom within structure" where their development was supported by capable and caring educators that gave them both leeway and boundaries.For participants in their early 40s and younger, the unique circumstances of their education, while providing them with acute levels of self-awareness and self-confidence, sometimes left them feeling ill-prepared for the social norms outside of their settings. The eldest participants described profound appreciation for their educational experiences, holding value systems and life histories that reflect a dedication to social justice and activism.The author's proposed "Theory of Holistic Wellbeing" (ToHW) asserts that assessing and supporting all six aspects of development facilitates the appreciation of the fundamentally interconnected nature of all that is and the prioritization of social activity for equity and the common good. Which, if done conscientiously and iteratively, is understood to support the holistic wellbeing of individuals, and ever increasing societal and planetary welfare and unity.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382736310Subjects--Topical Terms:

555501
Educational evaluation.
Subjects--Index Terms:

Black Panther Political EducationIndex Terms--Genre/Form:

554714
Electronic books.

Voices of the Holistically Educated : = Impacts and Outcomes Beyond Academics = Vozes dos que foram educados holisticamente : Impactos e resultados alem da area academica.
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520 $a This dissertation engages a multi-step process to identify and articulate the internally defined goals of prominent holistic pedagogies including Montessori, Waldorf, Democratic Free Schooling, homeschooling, and radical/progressive education. It gives voice to adult former students who speak to, and illustrate, the ways in which they were impacted by their holistic educational settings on each of six identified areas of intended holistic development: physical, creative engagement, intrapersonal, interpersonal, cognitive, and transpersonal.Eighteen participants, ages 19 to 71, from various holistic backgrounds in North America, participated in focus group meetings and interviews. They reflected on their current sense of self on each aspect and discussed the pedagogical structures that they experienced as impactful on their development. Participants benefited from pedagogical structures that provided them with two key qualities: "non-interference" with the unfolding of their internally motivated curiosity and developing sense of self, and "freedom within structure" where their development was supported by capable and caring educators that gave them both leeway and boundaries.For participants in their early 40s and younger, the unique circumstances of their education, while providing them with acute levels of self-awareness and self-confidence, sometimes left them feeling ill-prepared for the social norms outside of their settings. The eldest participants described profound appreciation for their educational experiences, holding value systems and life histories that reflect a dedication to social justice and activism.The author's proposed "Theory of Holistic Wellbeing" (ToHW) asserts that assessing and supporting all six aspects of development facilitates the appreciation of the fundamentally interconnected nature of all that is and the prioritization of social activity for equity and the common good. Which, if done conscientiously and iteratively, is understood to support the holistic wellbeing of individuals, and ever increasing societal and planetary welfare and unity.
520 $a Esta dissertacao implementa um processo de varias etapas para identificar e articular os objetivos definidos internamente de pedagogias holisticas proeminentes, incluindo Montessori, Waldorf, Escola Livre Democratica, educacao em casa e educacao radical/progressiva. Da voz a adultos que anteriormente eram estudantes de uma dessas pedagogias, que falam e ilustram as maneiras pelas quais foram impactados por seus ambientes educacionais holisticos em cada uma das seis areas identificadas de desenvolvimento holistico pretendido: fisico, criativo/engajamento criativo no bem social, intrapessoal, interpessoal, cognitivo e transpessoal.Dezoito participantes, com idades entre 19 e 71 anos, de diversas origens escolares holisticas na America do Norte, participaram de reunioes de grupos focais e entrevistas. Eles refletiram sobre seu atual senso de identidade em cada aspecto e discutiram as estruturas pedagogicas que vivenciaram como impactantes em seu desenvolvimento. Os participantes beneficiaram de estruturas pedagogicas que lhes proporcionaram duas qualidades fundamentais: "nao interferencia" no desenvolvimento da sua curiosidade motivada internamente e no desenvolvimento do sentido de identidade, e "liberdade dentro da estrutura", onde o seu desenvolvimento foi apoiado por educadores capazes e atenciosos que deram margem de manobra e limites.Para os participantes com cerca de 40 anos ou menos, as circunstancias unicas da sua educacao, embora lhes proporcionem niveis agudos de autoconsciencia e autoconfianca, por vezes fizeram com que se sentissem mal preparados para as normas sociais fora dos seus ambientes. Os participantes mais velhos descreveram um profundo apreco pelas suas experiencias educativas, possuindo sistemas de valores e historias de vida que reflectem uma dedicacao a justica social e ao activismo.A "Teoria do Bem-Estar Holistico" (ToHW), proposta pelo autor, afirma que avaliar e apoiar todos os seis aspectos do desenvolvimento facilita a apreciacao da natureza fundamentalmente interligada de tudo o que existe e a priorizacao da actividade social para a equidade e o bem comum. O que, se feito de forma consciente e iterativa, e entendido como apoiando o bem-estar holistico dos individuos e aumentando cada vez mais o bem-estar e a unidade social e planetaria.
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