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Educating Students Holistically

Richard Dettling MSHRM, PHRA | February 4, 2012

April 7, 20232

Holism in Education Hegel’s Spirituality Higher-Ed’s Pragmatic

Problem

Familiarize Participants Student development theory Perry’s Theory of Intellectual

and Ethical Development

Reflective Recollection One-minute papers Team reflective papers Journals Interviews Posters

Goals of the Reflective Recollection

University of Phoenix

Workshop GoalsEducating Students Holistically

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Holism in Education

Hegel’s Spirituality

Higher-Ed’s Pragmatic Problem

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Hegel’s Philosophy on Spirituality Georg Wilhelm Friedrich Hegel, notable 18th

century philosopher who wrote Phenomenology of Spirit

A connectedness to yourself and to others. Spirituality is personal, but it is also rooted in

being connected with others and with the world around you.

Spirituality can only be achieved a group setting

Church, stadium, classroom, concerts, community events

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(Edwards, 1972)

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Holism in Education All things are part of an indivisible unity

or whole There is an intimate connection

between the individual's inner or higher self and this unity

In order to see this unity we need to cultivate intuition through contemplation and meditation.

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Evans, Forney, & Guido-DiBrito, 1998)

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(Gardner, 2009).

Higher-Ed’s Pragmatic Problem Individualistic

creates competition future ethical and moral issues

Results oriented “Tell me what I need to know to solve

the problem” Teaching to the test

having a Test-centric mentality

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Evans, Forney, & Guido-DiBrito, 1998)

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Familiarize Participants Student Development Theory

Perry’s Theory of Intellectual and Ethical Development

Student Development Theory Student development is about becoming

a more complex individual

Student development is characterized as the way a student grows, progresses, or increases his or her developmental capabilities as a result of enrollment in an institution of higher education

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Evans, Forney, & Guido-DiBrito, 1998)

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(Gardner, 2009).

Perry’s Theory of Intellectual and Ethical Development

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Perry’s Theory of Intellectual and Ethical Development

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University of Phoenix

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William Graves Perry Jr. (1913 – 1998)

William Perry’s scheme of intellectual development.

This scheme identifies a sequence of approaches to learning.

The Perry “positions” that we will discuss include: •Dualism•Multiplicity•Relativism

Three broad categories Dualism:

There only right & wrong answers Teacher’s job is to teach them right answers, and the

student’s job is to recall them from memory

Multiplicity: Everyone is entitled to their own opinion There are right ways and wrong ways to find answers; it’s

the student’s job is to support opinions

Relativism: Answers are relative to a background context; Most study different contexts, see things from different

perspectives and come to a reasoned decision about answers.

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(Evans, Forney, & Guido-DiBrito, 1998)

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Dualism/Received Knowledge All knowledge is received from a legitimate

authority: Teacher, Parent, Pastor Duality

The authority has the answer. There is a right answer to question Teacher knows right and wrong answer. Students learn the right answer from

authority/teacher Students are the receiver of knowledge and

must demonstrate recollection of knowledge

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(Evans, Forney, & Guido-DiBrito, 1998; Chickering, Dalton, & Stamm, 2006)

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Dualism/Received Knowledge

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(Rapaport, 2011)

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Multiplicity/Subjective Knowledge Diversity of opinions and values is recognized

as legitimate in areas where right answers are not yet known. There are multiple conflicting answers.

Multiplicity Teacher/Authority does not have the answer, but someone

is working on finding the answer Student begin to trust self and explore finding the right

answer. Where the teacher/authority doesn’t have the answer,

everyone has the right to their own opinion. No wrong answer.

Teacher/Authority does not want the right answer. Wants the student to think a certain way.

Most Freshman should be around this stage

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(Evans et al, 1998; Chickering et al, 2006)

Multiplicity/Subjective Knowledge

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(Rapaport, 2011)

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(Rapaport, 2011)

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Relativism/Procedural Knowledge

Diversity of opinion, values and judgment derived from coherent sources, evidences, logics, systems, and patterns allowing for analysis and comparison.

Relativism All proposed solutions must be supported by reasons

they must be viewed in context and relative to their support Everything is relative but not equally valid

There are no right or wrong answers, it depends on the situation, but some answers might be better than others.

All answers must be support and put into context. Peers are legitimate sources of learning if they follow

rules of adequacy.

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(Evans et al, 1998; Chickering et al, 2006)

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Relativism/Procedural Knowledge

(Rapaport, 2011)

Students Make Their Own Meaning When A teacher says:

“Today we’ll learn 4 different ways to gain a competitive advantage in business.”

A student thinks: Dualist – Which is the correct one? – Why bother with the wrong ones? Multiplist - Only 4? Gee, I can think of a dozen! Relativist – What ethics underlie each of them? – Which is the most efficient competitive

advantage ?

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(Rapaport, 2011)

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Reflective Recollection Ideas to Encourage Reflective Recollection

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Reflective Recollection

Reflective Recollection is a process or a tool used in the classroom at the end of a chapter, unit, or week.

Encourages students to think at a higher level

– Students will often see themselves as part of a group, connected with others

– Not as an individual

Used to move students from Dualistic thinking to Multiplicity thinking

The more often Reflective Recollection is used the earlier the student becomes a critical thinker / relativism

.

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Use a One-Minute Assessment

Allows instructors to ask questions and collect responses on-the-spot.

Involves asking students to respond to a couple of questions to help the instructor evaluate the class

Questions should focus on current student learning and how this relates to the world around them.

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Use Team Reflective Papers

Reflective team papers document student’s learning processes during a class.

Allows students to be part of a group and how their reflections influence each of the students within the group

• A summary of common themes

• Identify and describe personal insights, moments of critical questioning, and comments or ideas

• What effect do they have and what dilemmas, questions, or possibilities do they raise? How do these issues affect the clarity, order, confusion, or chaos of your thinking? How will you explore these issues further?

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Use Journals

Gives the student the opportunity to reflect on their own learning and experiences in the class

Great way to uncover the internal journey of each student

In some cases, the personal journey of each student may be more significant than the teacher can observe from the outside.

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Use Interviews

Conducted with instructor asking questions and the student responding

Develop a set of questions that covers specific objectives

Consider structured questions requiring a specific response and open-ended questions that allow for detailed answers.

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Use Posterswww.Wordle.com

Assess holistic thinking from student individual and group research projects

Creation of an individual poster/brochure or team poster/brochure as a weekly assessment to primarily ensure weekly objectives are understood.

A poster presentation guides the student through the basics of the study, freeing the presenter to focus on discussion of essential elements of the work.

Decisions about poster format and design contribute to efficient and accurate transfer of information using this medium

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Goals of Reflective RecollectionSubtitle here

Theory to Practice Understand students’ development level Let them try their wings

Support the journey of self discovery Engage the students in the process of their

own education Facilitate ‘holistic’ learning environments

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Wrap-Up Many students only think in

individualistic and dualistic terms when they graduate high school

Students should be holistic and multiplistic thinkers when entering college

Using Reflective tools and methods will facilitate students to be holistic and multiplistic thinkers

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www.slideshare.net/profrichdett

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References

Chickering, A. W., Dalton, J. C., & Stamm, L. (1993). Encouraging Authenticity and Spirituality in Higher Education (2nd ed.). San Francisco, CA: Jossey-bass.

Corsini, R., & Miller, R. (1990). What is Holism in Education? Correspondence between Miller & Corsini. Individual Psychology: The Journal Of Adlerian Theory, Research & Practice, 46(1), 3

Edwards, P. (1972). The Encyclopedia of Philosophy (2nd ed.). New York, NY: Macmillian Publishing.

Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass

Gardner, S. K. (2009). Student Development Theory: A Primer. ASHE Higher Education Report, 34(6), 15-28

Miller, J. P. (1986). ATOMISM, PRAGMATISM, HOLISM. Journal Of Curriculum & Supervision, 1(3), 175-196.

Rapaport, W.J. (2011) William Perry's Scheme of Intellectual and Ethical Development: A journey along the 9 "Perry" positions. Retrieved from http://www.cse.buffalo.edu/~rapaport/perry.positions.html