Abstract
In the 1980s, a brand-new movement known as holistic learning was born in opposition to the then-current, mechanical-learning model. However, it is thought that the idea of educating based on a person’s full experience has roots in antiquity, including ideas from Greek and other indigenous civilizations, and has become more significant during the past century. In the 20th century, a variety of strategies built on whole-person education have been used. In a holistic approach to teaching, teachers balance the needs of students in terms of academic performance, emotional well-being, social well-being, and ethical well-being. A supportive learning environment is important. Students are taught to reflect on their choices, their impact on their environment (locally and globally), and how they can learn from those around them. Teachers often provide students with assignments that ask them to apply their critical thinking skills to real-world problems. This paper examines the forms of professional learning and professional development that make comprehensive education possible in the 21st century. It argues that neo-leftist, market-oriented schooling models with an emphasis on standardized testing, limited, traditional, and uncritical use of technology, coupled with performance-based pay, have demeaning and deskilling teachers by relying on recent literature such as: (Hargreaves; Fullan; Robinson; Shirley; Timperley; and Hattie). According to the evidence, we need passionate, innovative, and socially, emotionally, physically, spiritually, and intellectually engaged educators to meet all children’s educational needs and prepare them for a happy and fulfilling future in an ever-evolving world. The paper proposes an approach of continuous professional development and learning that begins with a holistic analysis of students’ needs, followed by the subsequent learning needs of teachers, and then models learning-focused interactions that are necessary for effective learning.
Keywords: holistic education, teacher professional learning, comprehensive education, coherent learning, market-based schooling models
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