Developing the Whole Student: New Horizons for Holistic Education [Hardcover]

This book proposes a new way of categorizing curricula in the holistic educational traditional. This is an idea that goes back in the Western tradition at least as far as Plato, and Lao Tzu in the Eastern tradition. It is certainly present in Spinoza and Schopenhauer. It is called a holarchy. The idea of a holarchy gives rise to Integrative Curriculum Theory, which, with major modifications, draws on Ken Wilbers in his evolutionary model of the development of consciousness at personal, cultural and ontological realms.

Integrative Curriculum Theory will: 1) Prove a useful addition to the holistic repertoire of systematic and, above all, humane terminologies and technologies for making and evaluating specific curricula as well as for theorizing the curriculum at a time when scientistic, technist and profit-driven views of education have commandeered the podium, policy, and praxis and 2) address some areas of concern that with certain holistic models of education, and 3) address some problems in Wilbers integral model of psychological, cultural, and spiritual evolution.

Clifford Mayes, until his recent retirement a full professor of education psychology, is the author of 11 books and almost 40 articles in teaching. This has led to the formation of a school of instructional theory called archetypal pedagogy, and Developing the Whole Student takes archetypal pedagogy to new areas of analysis and practice.

Introducing a new paradigm with which to explore and improve holistic education, Mayes (formerly, Brigham Young Univ.) provides a challenging and stimulating examination of integrative curriculum, which he contrasts with other ways theorists have addressed essential educational issues. He explores various domains of education, providing fresh perspectives on the process of education for teachers and students. Throughout, there is an implicit and, at times, explicit criticism of our current educational system. Of particular note is the final cl�