Holistic philosophy based teaching approaches in Latvian primary schools: primary education teachers’ view
2014
Badjanova, J., Daugavpils Univ. (Latvia) | Ilisko, D., Daugavpils Univ. (Latvia)
Current global tendencies in education highlight the need for a balanced and sustainable system of general education. The present paper summarises the findings from theoretical and empirical inquiry into the application of holistic approach to education, which is construed as a way of increasing the sustainability of the latter. Thus, the paper exposes the views of primary education teachers on the application of holistic approach in real and ideal pedagogical situations in Latvian primary schools as well as illuminates the teachers’ perspective on the components of the teaching and learning process that are indicative of a holistic approach to the two above-mentioned types of situations. Quantitative empirical inquiry draws on survey data. The study involves 676 primary education teachers from different regions of Latvia, including rural and urban areas. Findings about Latvian primary education teachers’ views on the application of holistic approach to shaping the teaching and learning process in primary school as well as insights from analytic readings of relevant scientific literature support the premise that holistic approach to shaping the teaching and learning process bears favourably on learners’ spiritual and physical development in both real and ideal pedagogical situations. In addition, the findings from empirical inquiry corroborate the author’s initial suppositions regarding the content of the components of the teaching and learning process.
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