Teaching from the Thinking Heart
The Practice of Holistic Education
John P. Miller, University of Toronto
Michele Irwin, University of Toronto
Kelli Nigh, University of Toronto
A volume in the series: Current Perspectives in Holistic Education. Editor(s): John P. Miller, University of Toronto. Kelli Nigh, University of Toronto.
Forward by Nel Noddings
This book includes papers written by teachers and how they engage holistic education in their classrooms. The papers come from a course taught by Jack Miller at the Ontario Institute for Studies in Education at the University of Toronto entitled The Holistic Curriculum. This is a rich and diverse collection of papers showing how holistic education can be brought into public education despite the pressures of testing and other accountability measures. Although most of the teachers teach in public schools there are also examples from teachers working in private and post secondary settings. This book can inspire other teachers who are looking for ways to teach the whole person in a more connected manner.
There are very few texts in the field of holistic education that include the voices and practices of teachers, particularly those working in public schools. Many of the examples of holistic education in practice come from Waldorf, Montessori, Reggio Emilia and alternative schools. A unique feature of this book is the many different voices of teachers describing their work in the classroom; they talk about their successes, the challenges and even a few failures.
Forward by Nel Noddings. Chapter 1: The Practice of Holistic Education, J. Miller. Section One: Examples of Holistic Education Chapter 2: Dearest Students: A Teacher’s Letter of Reflection, Nina Moore. Chapter 3: Holistic Teaching in an After School Cooking Club, Daniel Gullery. Chapter 4: Tribes: A Transformative Tool for the 21st Century, Sarah Lowes. Chapter 5: Colegio San Francisco de Asis para Niños Sordo: A Chilean School for the Deaf, Ximena Barria Fernandez. Chapter 6: Exploring Play and Mindfulness in Early Childhood, Melanie Viglas. Chapter 7: Me, Myself and I: The Paradox of the Authentic Self, Michele Irwin. Chapter 8: Soul to Soul: Teacher to Student, Julia Verhaeghe. Chapter 9: Cultivating Curiosity: Inquiry in an International Baccalaureate Classroom, Rebecca Ryder. Section 2: Holistic Pedagogy Chapter 10: Practices that Foster Community and Interconnectedness, Stephanie Aglipay. Chapter 11: Soulful Physical Education, Peggy Donohue. Chapter 12: Nurturing the Whole Child: Is it Possible in Public School Setting? Jennifer Forsythe. Chapter 13: From Transaction to Transformation: A reflection on previous professional experience in EFL course design, Ahmed Kandil. Chapter 14: The Holistic Classroom Project: Preparing for a teaching year that focuses on the pursuit of happiness, the power of empathy, and the exhilaration of being present, Grant Minkhorst. Chapter 15: Identity and Authenticity in the ESOL (English as a Second or Other Language) Classroom, Elana Freeman. Chapter 16: Following Feeling During Mind-Body Inquiry, Kelli Nigh. Chapter 17: The Presence of the Thinking Heart in the Language Teaching-Learning Relationship, Merlin Charles. Section 3: Narratives Chapter 18: Solitude in Teaching, Jill Morris. Chapter 19: My Life as an Educator as Shaped by Life Experience, Nyambura Kariuki. Chapter 20: Just Love: Learning about Listening, Giving and Forgiving, Maria Karmiris. Chapter 21: My Holistic Journey: Significant Moments of a Lifelong Learner and Educator, Christopher Scott Russell. Chapter 22: Developing as a Holistic Educator: Learning to Understand my Students, Angela Bosco. Chapter 23: Teaching is a Wild Ride, Melanie van de Water. Section 4 Chapter 24: Teaching from the Thinking Heart: Final Reflections.
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