COMPETENCY THROUGH A HOLISTIC LEARNING AND PRACTICES

OF EDUCATIONAL PHILOSOPHY

By: Sherwin B. Toriano

Professor: Dr Lorna Salutal

IN PARTIAL FULFILLMENT OF THE COURSE ADVANCED
EDUCATIONAL TECHNOLOGY AND ALTERNATIVE EDUCATION
 Acknowledgement

To the COVID-19 pandemic, thank you for bringing out the best, as well as in
exposing the frailties, in all of humanity, and in making us realize that we are truly
resilient, that above it all we will prevail.

To Alternative Online Education and the University, thank you for keeping me busy
in a time when most of my countrymen are in despair. You showed me my purpose.

To my Mira, a heartfelt gratitude for always believing and serving as my true North,
even though we are at the opposite sides of the world. Thank you for your invaluable
insights, criticisms, and in proofreading this report. I am yours, always.
 Table of Contents

Introduction 1

Discussion

Philosophical framework in Holistic education 3

Competencies in Holistic Learning and other Philosophies 4

Curriculum and the teachers 10

Pedagogies and outcomes 12

Related Literature and Other Studies 13

References
Introduction

In this generation, in a world seemingly without barriers, teaching methods and the

student’s learning efficiency are entirely varied from what they used to be several

decades ago because we are experiencing changes at various levels in education. The

change is inevitable and rides with the times, the same change challenging today’s

young students and their readiness to face up the future. Understanding pedagogy and

learning is not something which can be based on a few methodological approaches. We

need to consider the processes of teaching and learning, the relationship between the

two, and the philosophies of education in order to understand better the competencies

or learning outcomes expected from our students, and how they can impact in society.

Throughout history, several groups of critics have pointed out that the education of

young learners should involve much more than simply molding them into future

professionals. Pioneers such as Maria Montessori, Thoreau, Rudolf Steiner, and John

Dewey among others, all believed that education should be viewed as the art of

cultivating the moral, physical, psychological, emotional and spiritual dimensions of the

growing and developing student learner. This concept of education is known as holism.

Holistic education is not new. Its origins has been traced to the concept of

instructions in ancient Greece. Holistic concept of education views the world as a single

whole and that learning cannot be separated from all of the human experiences. This

involved teaching methods that focused on the whole person instead of only one or a

few aspects of the learner. Holistic education can be defined as a synergistic

1
relationship between the different developmental areas of the human being such as the

mind, body, and soul. They all work in unison to enhance the effectiveness of each

aspect of the learner’s development. It actively engages students in the teaching /

learning process and encourages personal and collective responsibility.

The terminology “Holistic education” has been attributed to Field Marshal General

Jan Christiaan Smuts (1870-1950), the South African military leader and philosopher.

In his book "Holism and Evolution" (1926), Smuts described "holism" as the tendency to

form wholes, which are considered greater than the sum of the parts, through creative

evolution. He drew from the ancient Greek conceptualization of holistic education in

order to propose this modern philosophy of learning. General Smut is noted for his role

in the foundation of the League of Nations, the United Nations.

Extending outwardly, Holistic education may be defined as a philosophy based on

the premise that each person finds identity, meaning, and purpose in life through

community relations and inculcating humanitarian values such as peace, collaboration

and compassion. There is an emphasis on life experience and learning beyond the

confines of the classroom. The holistic approach empowers the learners to examine

more critically or reflectively the moral and political contexts of their own lives.

Perhaps the most important theories behind holistic education are learning about

oneself, developing positive social behaviors, allowing emotional development and

experiences, the idea of resilience and truth. Holistic approach recognizes that learners

need to develop academically as well as survive in the modern world. This type of

learning should begin during childhood. Children need to learn first to value themselves,

2
recognize their abilities and how to be able to do what they want in life. Pressure and

violence from competition in school, and social pressure to look a certain way, may take

away from a student's ability to learn. Holistic education rectifies this and teaches

children about relationships with their immediate family and friends, as well as social

development. The idea of resilience is a learned quality, thus children must be allowed

to face difficulties in life so that they will learn to overcome them. This will further inspire

children to observe truths, natural beauty, and realize the meaning of life.

Philosophical framework in Holistic education

The objective of Holistic education is in helping students be the most they can be

or attain "self-actualization". Holistic education philosophies have been described by

Robin Ann Martin and Scott Forbes (2004) as the idea of “ultimacy” and Basil

Bernstein's notion of “sagacious competence.” In ultimacy, they believe that

enlightenment and spirituality are important components in holistic education as it

emphasize the connectedness of all people. In sagacious competence, Bernstein

believes that holistic education highlights freedom, good-judgment, Meta-learning (self-

learning), Social ability (more than just social skill), Refining Values (character

development) and Self Knowledge (emotional development).

Holistic learning aims to foster in students a deep reverence for life and a

passionate love of learning. This educational approach gives emphasis to experiential

learning, and utmost significance on human values and relationships. Holistic education,

in all its meaning and philosophies, is most often used to refer to as alternative

3
education in its more democratic and humanistic types. Through holistic approach in

education, the concept of "imaginative teaching" was introduced, and its role in the

learner's self-actualization was realized.

Diagram 1. The holistic learning approach and the extent of development in the student
learner, the teaching methods and learning.

Competencies in Holistic Learning and other Philosophies

Competency in education may be defined and demonstrated in different models

according to the philosophies which advocate them. A behaviorist defines competency

as something a person should be able to do. Hence, it is a description of action or

outcome capable of demonstration and assessment. A cognitive construct defines

competency as what a person knows and can do under ideal circumstances. However,

a general view of competency is the demonstration of those abilities associated with

4
expert performance, through behavioral event or critical incident. The latter is a very

broad definition that doesn’t only relate to education but of being competent as a whole.

Educational philosophies have evolved from the traditional view of feeding the

learner some information and assessing through standard test if the learner retains what

was given, to an education adapted to be competency-based. Earlier education

philosophies advocated the importance for students to learn the theoretical foundations

to best understand how to apply their learning to practice. Dynamism in education later

on shifted the curriculum development from being a content driven model to a student‐

centered approach. The concept of applying theory to actual practice or the

competency-based approach emerged. An education which is competency-based is

defined as an approach based on outcome that incorporates modes of instructional

delivery and assessment designed to evaluate the mastery of learning by students

through their demonstration of the skills, knowledge, values, attitudes and behaviors

required for the degree.

In competency evaluation, the approach requires a strong pedagogy, the use of

interdisciplinary resources, and assessment of a student attainments across the

curriculum. In order to manifest competency, there should be a mastery of learning.

Theorists have formulated various concepts on how to attain mastery of learning and for

the students to show the required competencies. Hall and Jones (1976) advocated that

the mastery of learning requires instruction focusing on each student's learning ability,

style, and pace. They believe that students can master learning if an instructor can

recognize the learning needs of a student and provide continued learning opportunities

5
until they master the instructional content. Another concept advocating competency is a

self‐directed learning wherein students are encouraged to find the learning relevant to

their needs where they are allowed to study under conditions of high interest and

reinforcement.

Traditionally, competency has been perceived in terms of individual attributes or a

set of tasks to be performed. It remains somewhat confusing whether it is a personal

attribute, an act or an outcome of behavior. Velde (1999) suggested that the concern for

defining competence actually expresses the need for a more holistic approach. A

holistic approach presents a definition of competency as an interpretative and relational

perspective. Further, it is necessary for the learners to have the opportunity to reflect on

their practical experiences. If students are involved in gaining a more personal

understanding of their experience, then they will be able to adapt learned competencies,

as well as develop new ones.

Chappell et al., (2000) elaborated on the four different interpretations of the concept

of competence as positivist, humanist, critical, and postmodern. According to these

authors, human objectivity and reason are the focal elements in this approach. A

positivist perception of competence focuses on the technical aspects of work, where the

measurement of observable performance is against the developed criteria. The

competencies are simply behaviors applied to the components of the work. One

consequence of this approach is the development and implementation of highly

mechanistic and task oriented curricula, with the focus on skills and outcomes.

6
 The critical perspective asserts that competency operates within social, political,

and economic environments, characterized by power relations which shape learning.

Any competency analysis should engage in an investigation of power relationships. In

reality, many students try to make decisions, work autonomously, solve problems, think

creatively, and communicate effectively, but are often confronted by inflexible

organizational structures and equally unchanging power relations.

Postmodern studies suggest that competencies need to be recreated or

reconstructed. Competency standards should be designed to be applicable across

different contexts and situations. All learning is constructed as instrumental and pre-

formative, closely associated with the requirements of work.

To further understand the competencies, let us compare and contrast holistic

education with other approaches. According to Preston and Walker (1993), in the

behaviorist approach the nature of competencies and the relationship between

competencies is considered to be very specific, individualistic, and defined in terms of

the learner’s behavior only. In comparison, competencies in the holistic approach are a

complex combinations of student’s personal attributes, enabling the performance of a

wide variety of tasks. In the behaviorist approach, evidence of competencies comes

from direct observation of the performance of specific tasks by the learner, which is

assumed to give clear indications of whether or not the competency was fulfilled. In

contrast, the evidence of competencies in the holistic approach form distinct structures

from each attribute, leading to the formation of structures of competence which are

coherent or complementary. In the behaviorist approach, they believe that knowledge is

7
inferred directly from behaviorally defined competencies. However, in the holistic view,

knowledge already exists and can be understood separately by the student, even

beyond the performance of the competencies. From a holistic view, knowledge and

understanding can be seen as having a coherent structure from which a relationship

can be drawn to exist between competency and the education or training program.

From the behaviorist viewpoint, competency is related directly to the structure, content,

and assessment criteria of training and education programs. Behaviorist programs are

seen as having little diversity, flexibility, application, or development. On the other hand,

the holistic approach believes that there are strong connections between the

educational or training program and the structures of competence. Holistic programs

can be flexible and diverse in their curriculum, and may involve experimentation and

research. Furthermore, the holistic approach considers the impact of collaborative,

cooperative and group processes, community and culture in the development and

performance of competencies. In contrast and comparison, it seems that the holistic

approach allows a broader perspective than behaviorist individual performance model.

The holistic approach to competency is significantly related to the four pillars of

education as identified by Delors (1999). Learning to live together is a competency

developed through a clear and broad understanding of the histories, traditions and

spiritual values of others. Learning to know is a competency that is adaptive and

dynamic. This competency has evolved due to the rapid changes brought about by

scientific progress, economic reforms and various social activities. The emphasis is on

combining a general education subjects with an in-depth work on a selected number of

core or professional subjects. Learning to do is a competency which enables students

8
or learners to deal with a wide variety of unforeseen situations, the opportunity to work

in teams or collaborate, and experience the moments. These are aspects to which

educational methods do not at present pay attention to. Learning to be is a competency

for the challenging twenty-first century in which the learners need to exercise a strong

sense of personal responsibility, greater independence and judgment, not just for a

group or community, but for the attainment of universal goals such as protecting the

environment, promoting social justice and eliminating poverty. It is also imperative to

recognize and tap the talents of students through effective education. Talents such as

creativity and imagination, memory and physical ability, aesthetic sense, charisma,

reasoning powers, and aptitude to communicate with others, anyone of which may be of

great help to achieve the universal goals.

Diagram 2. The attributes or coherent structures of competence developed in the

holistic learning approach which take root at the very core of the learner, preparing the
student for the attainment of universal goals.

9
 The philosophical foundations relating to competencies in curriculum development

may be summarized in three main curriculum models – the traditional, transitional and

transformational models. The traditional model defines curriculum and competencies in

terms of subject content. It is based on a behavioristic learning approach and a

bureaucratically managed education. Learners have to engage mentally with the

curriculum content using lower cognitive levels, and the attainment of competencies

which are defined at a narrow range of tasks. The transitional model, on the other hand,

focuses on competencies and higher cognitive levels of learning. The curriculum

incorporates a thematic approach to content selection, organization and delivery.

Learning outcomes are interdisciplinary. Creative learning is encouraged which may

provide opportunities to develop accountability and greater understanding of the

competencies. The transformational model represents the most complex and developed

model. It refers to an integration of knowledge and skills, and the learner-centered

curricula. The learning outcomes capture understanding and competencies beyond the

subject content. A focus on life skills prepares the learners, not only to fit into the current

contexts, but to create new futures.

Curriculum and the Teachers

In a holistic approach, the teacher is regarded as a mentor or a facilitator, rather

than as a person of authority. Schools are regarded as places where learners all work

toward a mutual goal. Cooperation and collaboration is the norm inside the classroom,

rather than competition. Communication is expected among learners and differences

between students are respected.

10
 A curriculum modified with the application of holistic education may be described

as transformative learning where the pedagogy recognizes the wholeness of the student

as a learner. The curriculum and the learner are not seen as separate but connected.

Articulating the themes of a holistic education to educate the wholeness of the person

have been attempted in various ways:

1) The Curriculum is formed by the teacher upon listening to each student and

helping the learner to bring out what lies within oneself (self-directed). This

involves learning self-respect and self-esteem.

2) The basic three R's in traditional education assumes a different meaning in

holistic approach: Relationships, Responsibility and Reverence for all life.

3) Students need to learn about relationships, and focus on “social literacy" or

learning to see social influence, and one's own self in relation to others or

“emotional literacy.”

4) Schools adapting a holistic approach do not give grades or rewards. Cooperating

and helping one another and growing together is emphasized rather than being

rated or ranked one above the other.

5) Promoting an overall development of an individual student through the integration

of skills, mastery of knowledge, internalization of noble values and various

languages in education.

6) Holistic education aids learners to study at their own pace. Instead of maintaining

that all students work a synchronous level and speed, holistic education takes a

creative outlook at academics in allowing learners to work in a pace adapted to

their individual abilities to avoid boredom or frustration.

11
Pedagogies and outcomes

Holistic education recommends several teaching strategies with the goal of

educating the child as a learner. Holism promotes a transformative approach to

learning, rather than as a process of transmission of knowledge. Transformative

learning involves a change in the perspective or frames of reference in the student.

Teaching the students to reflect and be critical is essential on how we understand the

information we acquire. By requiring students to develop critical and reflective thinking

skills, it will encourage them to think about the world around them and they may decide

on some degree of personal transformation.

Holistic school classrooms are described as small, of flexible structure and

consisting of students of mixed ability and age. A flexible pace in learning is vital in

allowing students to feel that they are not forced or rushed in learning concepts, nor are

they being prevented if they learn concepts more quickly than others. In holistic

education the classroom is seen as a community which is within the larger community of

the school, and within the larger community of humanity.

Holistic education appreciates the different aspects of life as a whole - integrated

and connected. Education, therefore, should not treat learning into several different

fragments or components that is often seen in mainstream education. In a holistic

approach, who the learners are, what they know, and how they act, are not separate

elements but reflect the interdependencies between the world and our own selves.

Division between various disciplines is eliminated as one must understand the world as

a whole and not in fragmented parts. It allows interdisciplinary approaches that involve

12
multiple disciplines with the possibility of forming new perspectives beyond those

integrated disciplines.

Meaningfulness is also an important factor in the holistic learning process as

students learn better when what is being learned is important to them. Meta-learning is

a concept that relates to meaningfulness. In the process of learning, a student may find

meaning and come to understand how they learn. Because of this, students are

expected to self-regulate their own learning.

Related Literature and Other Studies

There are not so many references in the study of holistic education for in essence

it is the application of various philosophies. Miller (2000) gave us a brief introduction to

holistic education which was updated in October of 2019. In his article, he also

enumerated the great books in education recommended for developing a clearer

understanding of the scope and depth of holistic education. Defining holistic learning,

the care for students and the way teachers should run the course or curriculum was

elaborated in The Holistic Learning Theory, Education Essay (2013). The concept of

competencies in various philosophical approaches in comparison and contrast to the

holistic approach was clearly expounded in the narratives of the Historical Foundations

of the Competency based Education Model. The application of certain learning

techniques in order to understand how they are effective in the classroom, is best

appreciated in an overview of the Educational philosophies in the classroom (Ganly, S.)

under the lessons in pedagogy. The operational definition of competency across

13
educational philosophies, including the differences from traditional to emerging methods

was competently elaborated on an article by Gervais, J. (2016).

References

Els, C.J., du Toit, C. & Blignaut, A.S. (2009). A holistic learner-centred interpretation
model for South African education as a interdisciplinary Social Science. Journal of
Educational Studies, Volume 8 (3) (University of Venda, ISSN: 1680-7456)

Essays, UK. (November 2013). The Holistic Learning Theory Education Essay.
Retrieved from https://www.uniassignment.com/essay-samples/education/the-
holistic-learning-theory-education-essay.php?vref=1

Ganly, S. Educational philosophies in the classroom. Retrieved February 2, 2008, from

Associated Content website: http://www.associatedcontent.com

Gervais, J. The operational definition of competency‐based education. Wiley Online

Library. First published: 19 May 2016 https://doi.org/10.1002/cbe2.1011

Huang, Ronghuai; Kinshuk; Spector, J. Michael (2012). Reshaping Learning: Frontiers

of Learning Technology in a Global Context. Heidelberg: Springer Science &
Business Media. p. 367. ISBN 978-3-642-32300-3.

Johnson, Andrew P. (2019). Essential Learning Theories: Applications to Authentic

Teaching Situations. Rowman & Littlefield. p. 120. ISBN 978-1-4758-5269-1

Miller, John P.; Nigh, Kelli; Binder, Marni J.; Crowell, Sam (2018). International
Handbook of Holistic Education. Oxon: Routledge. ISBN 978-1-351-62189-2.

Ornstein, A. and Daniel Levine. (2003). Foundations of education (8th ed.). Boston:
Houghton Mifflin Company

14