Abstract This study examines the holistic pedagogical practices of experienced teachers in alternative public schools. This study reviews holistic educational philosophy and ancient Eastern spirituality as they contribute to transformative learning. Feminist theory provides a framework for developing a holistic view of learning that embodies our full human potential. This research will share methods and strategies used to support developing a true awareness. It will provide functional and compassionate ways to implement holistic pedagogy. I will emphasize that teaching with acceptance and reverence for our human capacities will embed these values in students’ learning. The aim of this study is to contribute to contemporary visions of teaching by sharing experiences that are mindful of the mind-body connection. I wish to make the perceptions and approaches of teachers accessible and to inspire curiosity in others to extend their holistic beliefs into practice.

Abstract This study examines the holistic pedagogical practices of experienced teachers in alternative public schools. This study reviews holistic educational philosophy and ancient Eastern spirituality as they contribute to transformative learning. Feminist theory provides a framework for developing a holistic view of learning that embodies our full human potential. This research will share methods and strategies used to support developing a true awareness. It will provide functional and compassionate ways to implement holistic pedagogy. I will emphasize that teaching with acceptance and reverence for our human capacities will embed these values in students’ learning. The aim of this study is to contribute to contemporary visions of teaching by sharing experiences that are mindful of the mind-body connection. I wish to make the perceptions and approaches of teachers accessible and to inspire curiosity in others to extend their holistic beliefs into practice.