The emphasis on segmentation and reduction in atomistic thinking has had a huge impact on the way that we educate. This increasingly questioned worldview encourages fragmentation, isolation and feelings of alienation and powerlessness, believed to contribute to anger, depression, substance abuse, aggression, violence and at times suicide among our youth. We urgently need to find and implement solutions. A new emerging paradigm in education, referred to as holistic education, is surfacing as a possible solution. This dissertation is based on my qualitative research study of a soul-centered, holistically-oriented private elementary school in Texas---the Robert Muller School of Fairview, Texas. (Robert Muller was past Assistant Secretary-General of the U.N.) The focus of my inquiry is the holistic nature of the World Core Curriculum for Global Education Synthesis, a framework that emphasizes both peace and global education. It includes the school's eclectic philosophy, mission statement, setting, community-building activities and integrated curriculum from a holistic, whole-person perspective that includes the physical, emotional, mental and spiritual development of the child. Also examined is how the school's holistic 'Model of School Development' attempts to construct a culture of peace and non-violence. Special attention is given to (1) Peace Education, with its emphasis on healing emotional afflictions and on developing communication, problem-solving and conflict resolution skills appropriate for living non-violently and democratically, and (2) Global Education, with its emphasis on multi-cultural and planetary/earth relationships. The transformational effects of the program on students, teachers and parents and the extent to which these programs correspond to theoretical models of educating for peace and global education are examined as well. An evaluation of the strengths and concerns of the school, from the perspective of the teachers and parents, is also given. The dissertation concludes with a brief response to seven research questions, the last being whether or not the school's holistic "Model of School Development" can be implemented in our private schools and public school systems.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.100329 |
| Date | January 2006 |
| Creators | Brooks, Barbara H. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Culture and Values in Education.) |
| Rights | © Barbara H. Brooks, 2006 |
| Relation | alephsysno: 002335482, proquestno: AAINR25108, Theses scanned by UMI/ProQuest. |
Page generated in 0.0729 seconds