Holistic Education Perspective Research Articles

Practice and Exploration of Class Adviser Studios in Higher Vocational Colleges from the Perspective of Holistic Education

The Class Adviser Studios in higher vocational colleges play a crucial role in student education and serve as a foundation for effective class management. Lishui Vocational and Technical College has proposed a strategy to address current issues such as insufficient efforts in team building, imperfect educational mechanisms, and inadequate professional competence in the role of class advisers, in order to support growth and innovation. This entails developing an efficient operational model for Class Adviser Studios, promoting vitality and mutual growth by establishing an innovative team-building platform, improving professional development through collaborative partnerships between the school and industry, and establishing a brand while leading by example. The college actively explores practical approaches and effective experiences in establishing Class Adviser Studios in higher vocational colleges, aiming to overcome challenges and innovate in this crucial aspect of education.

전인교육 관점의 한국형아유르베다 심신균형 교육 프로그램 설계 및 개발 연구

The purpose of this study is to design and develop a mind-body balance education program using the Korean Ayurveda education and training system from the perspective of holistic education. For this purpose, first of all, through the review of preceding studies, the holistic educational perspective of the Korean Ayurveda education and training system and the concept and approach of mind-body balance are analyzed, and after examining the mind-body balance education method, the Korean Ayurveda mind-body balance education program from the perspective of holistic education suggested. The significance of this mind-body balance education program is as follows. First, it provides an integrated perspective on mind-body balance education. It provides an integrated approach in the cognitive, emotional, and physical domains of mind-body healing and mind-body balance, and provides ways to strengthen subjective self-healing capabilities. Second, it is a systematically structured mind-body balance education program. In accordance with the structure of the Korean Ayurveda education and training system, the educational goals and contents leading to self-understanding, me and you (interpersonal relationships), collective understanding (social self), integrated mind-body balance, and happy life design are designed in a spiral structure that repeats, deepens, and expands. Third, it is a learner-participatory educational program designed centering on learners. Experiential learning and narrative educational approaches are used as the main teaching and learning methods. Fourth, it is meaningful as a lifelong education program.

Research on Teaching Reform for College English Class from the Perspective of Holistic Education

This paper explores the transformation from traditional education of cultivating pedant to modern holistic education that has effectively improved the teaching quality by introducing the concept of holistic education into college English teaching and conducting a series of reforms in teaching content, methods and skills.

From Learning Literature to Online Holistic Education

This study utilizes the literature education section of an online holistic environment to: (1) develop a literature education survey based on Miller’s (2007) theory of holistic education, (2) explore the effect of students’ holistic learning through online literature immersion, and (3) inquire about students’ holistic development through literature appreciation. Eight hundred twenty two college students were involved in the online literature-related activities. With qualitative and quantitative data collection, the study analyzes online literature and poetry, interactive feedback and reflection, and a survey questionnaire. The study’s content analysis discovers how students’ literature works are distributed into Miller’s three principles of holistic education and their extensive subthemes. Confirmatory factor analysis results suggest the survey instrument captured e-HO’s literature education module’s holistic impact. The discussion and limitations for online literature education from a holistic education perspective are also provided to guide future research

A study on the teacher’s meanings of a student in the graduate school of education: focusing on the holistic education perspective

이 연구의 목적은 홀리스틱 교육적 관점에서 교육대학원에 재학 중인 예비교사의 교사의 의미를 탐색하는 것이다. 이를 위해 교육대학원에 재학 중인 예비교사 19명을 대상으로 성찰일지 작성하기를 통해 자료를 수집하고 분석하였다. 연구 결과, 교사의 의미는 교사의 자질 및 역할, 교직관, 교사상을 중심으로 도출되었다. 첫째, 예비교사의 교사의 자질에 대한 의미는 정서적 안정성, 공정성, 개방성, 포용성으로 나타났다. 또한 예비교사의 교사의 역할에 대한 의미는 학생의 잠재적 능력을 끌어내주는 역할, 학생의 자신감을 높여주는 역할, 즐거운 수업을 만드는 역할로 나타났다. 둘째, 예비교사의 교직관에 대한 의미는 경제적으로 안정적인 직업, 전문적 능력이 필요한 직업, 보람 있는 직업으로 나타났다. 셋째, 예비교사의 교사상에 대한 의미는 학생의 꿈을 찾아주는 교사, 학생의 울타리가 되어주는 교사, 학생과 함께 수업을 만들어 가는 교사로 나타났다. 이상의 연구 결과를 바탕으로 홀리스틱 교육적 관점에서 바람직한 교사 양성을 위한 교원양성기관으로서 교육대학원의 역할에 대한 시사점을 제안하였다.The purpose of this study is to explore the teacher’s meanings of a pre-teacher in the graduate school of education focusing on the holistic educational perspective. To this end, data was collected using a reflection journal as a qualitative research method of 19 pre-teachers in the graduate school of education. As a result of the study, the meanings of the teacher were drawn around the quality and role of the teacher, the view of teaching profession, and the images of the teacher. First, the meanings of the teacher’s qualities of pre-service teachers were emotional stability, fairness, openness, and inclusiveness. In addition, the meanings of the teacher’s roles of pre-service teachers were shown as a teacher who draws out the potential of the student, a teacher who enhances the student s self-confidence, and a teacher who enjoys classes. Second, the meanings of the teaching profession view of pre-service teachers were economically stable job, job requiring professional ability, and rewarding job. Third, the meanings of the teacher’s images of pre-service teachers were shown as a teacher who finds a student s dreams, a teacher who serves as a fence for students, and a teacher who creates classes with students. Based on the results of the above study, suggestions were made for the role of the graduate school of education as a teacher training institutions for fostering desirable teachers from a holistic educational perspective.

A Study on the Evaluation Model of College Start-up Education in Holistic Education

본 연구는 홀리스틱 교육 관점에서 대학 창업교육 평가모형을 탐색하고, 이를 통해 향후 대학 창업교육 프로그램, 학습자의 역량, 지원 체제 등의 전반적인 운영과 평가를 수행할 수 있는 이론적 토대를 마련하는데 연구의 목적이 있다. 연구방법으로는 문헌연구법 및 내용분석법을 사용하여 국내·외 대학 창업교육 평가 관련 문헌 및 논문을 분석하였다. 주요 연구 내용으로는 홀리스틱적 관점에서의 창업교육평가의 개념, 창업교육의 역량, 대학 창업교육 평가의 대상 및 절차, 구성요소를 탐색하였다. 또한, 대학 창업교육 평가 지표를 개발하여 활발하게 사용하고 있는 중국의 대학 창업교육 평가 지표를 분석하였으며, 향후 우리나라 대학창업교육 평가 지표 개발 시 참고할 수 있도록 시사점을 도출하였다. 이 연구결과에 근거하여 홀리스틱 교육 관점에서 대학창업교육평가 모형을 제안하였다.The purpose of this study is to explore the evaluation model of university start-up education from the perspective of holistic education and to lay the theoretical foundation for performing overall operation and evaluation of university start-up education programs, learners competence, and support systems in the future. As research methods, literature and papers related to evaluation of start-up education in domestic and foreign universities were analyzed using literature research method and content analysis method. The main contents of this study were the concept of entrepreneurship education evaluation from a holistic perspective, the competence of entrepreneurship education, the object and procedure of university entrepreneurship education evaluation, and the components. In addition, the evaluation index of university start-up education in China, which uses the evaluation index of university start-up education, was analyzed, and implications were derived for the development of the evaluation index of university start-up education in Korea in the future. Based on the results of this study, a model for evaluating university start-up education was proposed from the perspective of holistic education.

La formación del profesorado de Música para potenciar la creatividad desde la utilización de las TIC: una experiencia biográfica

Presentamos parte de una investigación cualitativa de tenor biográfico-narrativo; su principal objetivo es recoger experiencias de formación de profesores/ investigadores de enseñanza superior que utilicen las TIC como un instrumento importante de formación, contribuyendo al desarrollo de las competencias de creatividad, colaboración, cooperación y comunicación, necesarias en una educación integral volcada para la sostenibilidad curricular y sus implicaciones en una ciudadanía participativa. Aquí, tratamos de la presencia de las TIC en la formación del profesorado en materia musical y como esta inclusión puede llevar al desarrollo de la creatividad mediante actividades cooperativas, como verificamos analizando el relato de experiencia y práctica docente e investigadora de Elena Riaño, en señalada coincidencia con las aportaciones teóricas y empíricas referidas. The paper is part of an investigation that uses qualitative biographical-narrative research procedures. Its main objective is to collect training experiences of Higher Education teachers and researchers in which the use of ICT is an important training tool, seen as contributing to the development of creativity, collaboration, cooperation and communication skills, in a holistic education perspective focused on curricular sustainability and its implications in terms of participatory citizenship. Here, it is studied the presence of ICT in the training of musical education teachers and how its inclusion can lead to the development of creativity through cooperative activities by analyzing Elena Riaño's teaching and research practice, in relevant coincidence with the referred theoretical and empirical contributions.

Interdisciplinary Teaching of Physics in Physical Education: Effects on Students’ Autonomous Motivation and Satisfaction

Purpose: This quasi-experimental study evaluated the effects on students’ autonomous motivation and satisfaction from a program integrating physics concepts in physical education.Method: A total of 487 students (age 13 ± 1) participated in the study. The participants were students participating in physical education classes divided into intervention (n = 183), comparison, and control condition (n = 150 andn = 154, respectively). Before the intervention and three times during its implementation, the students responded on measures of situational motivation with good construct validity.Results: The intervention increased the students’ autonomous motivation and satisfaction in physical education and decreased the students’ amotivation.Conclusion: An effective integration of physics concepts and physical activities can promote meaningful learning, a holistic education perspective, autonomous motivation, and wellness in physical education.

An Analysis of Satisfaction of Mentoring Classes in University Liberal Arts Education: From a Holistic Education Perspective

이 연구는 대학의 교양과목인 멘토링 수업에 대한 만족도를 조사 및 분석하는 데 그 목적이 있다. 먼저 멘토링의 개념과 멘토링 수업에서의 멘토와 멘티의 역할을 알아보았고, 대학교양교육의 구성체계와 교과목 개발 절차에 대해 기술하였다. 대학교육과정에 홀리스틱교육의 원리를 적용하였다. 이 연구의 목적을 위하여 멘토링 과목 관련자를 대상으로 조사를 하였는데, 조사대상은 B대학의 교양과목인 멘토링 교과목,「대학생활과 진로」와「취·창업과 진로」담당교수와 수강한 신입생 및 졸업 예정자들을 대상으로 실시하였다. 조사 방법은 설문조사를 온라인 및 오프라인 방법으로 진행하였고, 조사 내용은 멘토링 과목의 운영 목적과 수업 만족도, 수업의 필요성으로 구성되어 학기말에 실시되었다. 설문지 조사 분석결과에 따르면, 조사대상자들은 멘토링 과목을 통해 신입생은 자긍심과 자아상을 가지고 대학생활에 적응하는 데 도움이 되며, 졸업예정자는 올바른 직업관과 취업마인드로 성공적인 취업에 영향을 준다고 응답하였다. 또한 교수와 선배, 동기들과의 전인적인 관계 형성에 도움이 된다고 응답하였다. 멘토링 수업의 만족도를 높이기 위하여 멘토링 수업 시간을 통해 교수와 학생들과의 친밀감을 형성할 수 있는 시간이 더 필요하다고 응답하였다. 대학교양과목으로서 맨토링 수업의 필요성을 확인하고 만족도 제고를 위한 방안을 제시하는 데 이 연구의 의미가 있다.The purpose of this study is to investigate the satisfaction level of mentoring class, which is the liberal arts subject of university from holistic education perspective. First of all, the concept of mentoring and the role of mentors and mentees in mentoring classes were stated, and It describes the structure of university education and the course of course development. The principles of the teaching-learning method of holistic curriculum are applied. The subjects of this study were the college life course, mentoring course, which is the liberal arts of B university, and the students of the course. The survey was conducted using the survey method, and the survey was conducted at the end of the semester, consisting of the purpose and satisfaction of the mentoring course and the necessity of the class. According to the survey results, several improvements were identified to increase the satisfaction of mentoring classes. The respondents responded that they needed more time to build intimacy between professors and students through mentoring class and demanded autonomous management of class time. The purpose of this study is to identify the necessity of mantoring classes and to suggest ways to improve satisfaction as a university liberal arts. The importance of liberal arts education in university education is emphasized recently.

A Study on the Achievements and Tasks of Innovation Schools

이 연구는 혁신학교의 운영 성과를 실증적으로 분석하는 데 주된 목적이 있다. 이를 위해 G지역 초·중등학교에 근무하는 혁신학교 교사 188명과 일반학교 교사 128명에게 설문지를 통해 수집된 316부의 자료를 사용하여 빈도분석, t검증과 일원분산분석(F)을 실시하였다. 분석 결과에 의하면, 혁신학교는 일반학교에 비해 교육과정 및 수업개선(혁신: M=3.72, 일반: M=3.53) (t=2.617, p<.05), 학교운영체제(혁신: M=3.98, 일반: M=3.64) (t=4.498, p<.01), 협력적 학교문화(혁신: M=4.02, 일반: M=3.74) (t=4.188, p<.01), 교사집단 효능감(혁신: M=4.08, 일반: M=3.91) (t=2.857, p<.01)에서 높게 나타났으며 통계적으로 유의미하였다. 하지만 혁신학교(M=3.97)는 일반학교(M=3.91)에 비해 생활지도에 대한 인식 정도가 거의 유사하였으며 통계적으로 의미없는 것은 나타났다. 향후 과제는 홀리스틱 교육 관점에서 민주적 학교운영과 효율성 제고를 위한 토론 문화 정착과 구성원 간 학교 비전 및 철학의 공유·확산, 입시위주의 교육과정 한계 극복, 교육적 거버넌스 구축 등이 요구된다.This study analyzed the differences in the teachers between general and innovation school, to examine the achievements and tasks of innovation school. The research findings are summarized as follows: first, the degree of teacher’s cognition was above average in both innovate and general schools, but that of innovative schools was even higher than that of general schools: curriculum and instructional improvement, life guidance, school operating system, collaborative school culture, teacher’s group efficacy. Also there were statistically significant differences in recognition except for the life guidance domain. Finally innovative schools were more active in school change than general schools: democratic decision-making system, development of personal characters and potentials of students, student-centered events, etc. This study proposed to overall participations of students and parents, community in school change for the development and generalization of innovation school based on the perspective of holistic education

Exploring the Meaning of the Good Kindergarten Class of a Pre-Kindergarten Teachers in View of Holistic Education

이 연구의 목적은 홀리스틱 교육 관점에서 예비 유아교사의 좋은 유치원 수업에 대한 의미를 탐색하는 것이다. 이 연구는 Miller(1996)가 제시한 균형(balance), 포괄(inclusion), 연계(connection)의 개념을 중심으로 홀리스틱 교육의 관점이 반영된 유치원 수업의 방향성을 제시하고자 하였다. 연구 대상은 B 전문대학교 유아교육과에 재학 중인 예비유아교사 30명이었다. 연구 방법은 질적 연구방 법인 반성적 저널 작성하기를 통해 예비 유아교사의 좋은 수업에 대한 의미를 탐색하였다. 연구 결과는 다음과 같다. 첫째, 홀리스틱 교육의 관점에서 좋은 유치원 수업은 유아의 전인적 발달을 위하여 유치원 수업의 목표인 창의적 발달, 정서적 발달, 신체적 발달의 균형(balance)이 요구된다. 둘째, 홀리스틱 교육의 관점에서 좋은 유치원 수업은 유아교사와 유아의 상호작용을 통한 포괄(inclusion) 이 요구된다. 유아의 전인적 발달을 위해서 유아교사의 영성에 기초한 변용학습(transformation)을 위한 상호작용이 이루어져야 한다. 셋째, 홀리스틱 교육의 관점에서 좋은 유치원 수업의 교육과정은 논리적 사고와 직관적 사고, 자기와 자아, 마음과 신체, 개인과 공동체, 나와 지구, 지식의 다양한 분야 영역의 연계(connection)가 요구된다. 이상의 연구 결과를 바탕으로 홀리스틱 교육의 관점에서 좋은 유치원 수업에 대한 시사점을 제안하였다.The purpose of this study is to explore the meaning of the good kindergarten class of a pre-kindergarten teachers in view of holistic education. This study suggests direction of holistic education focused on the concept of balance, inclusive, and connection proposed by Miller(1996). The subjects of this study were 30 Pre-Kindergarten teachers in early childhood education department at B professional college. This study is qualitative research collected data through reflection journals. The results of the study are as follows. First, in the holistic education perspective, the objectives of the good kindergarten class is required to balance the creative development, emotional development, and physical health development for the whole development of infants. Second, in the holistic education perspective, good kindergarten class is required inclusive through interaction between kindergarten teacher and infant. For the whole development of infants, the interaction between the teacher and the infant is important, which is related to the transformation learning based on the teacher s spirituality. Third, in the holistic education perspective, the curriculum of the good kindergarten class is required the relationship between the logical thinking and the intuitive thinking, the relationship between the mind and body, the relationship between the community and me, the relationship with me and the earth, the relation between the knowledge of various fields. Based on the results of this study, we suggest implications for a good kindergarten class in view of holistic education.