東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

From holistic worldview to holistic ...

Yihong, Fan.

FindBook

Google Book

Amazon

博客來

From holistic worldview to holistic education: Cross-boundary journeys of educators toward integrative learning and integral being (Ecuador, Vietnam).

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	From holistic worldview to holistic education: Cross-boundary journeys of educators toward integrative learning and integral being (Ecuador, Vietnam)./
作者:	Yihong, Fan.
面頁冊數:	217 p.
附註:	Director: Gretchen Rossman.
Contained By:	Dissertation Abstracts International63-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3056222
ISBN:	0493714928

From holistic worldview to holistic education: Cross-boundary journeys of educators toward integrative learning and integral being (Ecuador, Vietnam).
Yihong, Fan.

From holistic worldview to holistic education: Cross-boundary journeys of educators toward integrative learning and integral being (Ecuador, Vietnam). - 217 p.

Director: Gretchen Rossman.

Thesis (Ed.D.)--University of Massachusetts Amherst, 2002.

This study was a phenomenological inquiry into the concrete and lived experiences of educators in a holistic school in Ecuador and from the founder of a creativity methodology program in Vietnam. These educators embarked on the remarkable journey from realizing the importance of holistic worldview to bringing about holistic education. The purpose of the study was to explore the significance of holistic worldview for education through investigating life-world stories. Using in-depth phenomenological interviews, the study explored these educators' past experiences, their present experiences and the integration of their past experiences with their present experiences.

ISBN: 0493714928Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

From holistic worldview to holistic education: Cross-boundary journeys of educators toward integrative learning and integral being (Ecuador, Vietnam).
LDR:03746nam 2200301 a 45 001 937998
005 20110511
008 110511s2002 eng d
020 $a 0493714928
035 $a (UnM)AAI3056222
035 $a AAI3056222
040 $a UnM $c UnM
100 1 $a Yihong, Fan. $3 1261852
245 1 0 $a From holistic worldview to holistic education: Cross-boundary journeys of educators toward integrative learning and integral being (Ecuador, Vietnam).
300 $a 217 p.
500 $a Director: Gretchen Rossman.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2122.
502 $a Thesis (Ed.D.)--University of Massachusetts Amherst, 2002.
520 $a This study was a phenomenological inquiry into the concrete and lived experiences of educators in a holistic school in Ecuador and from the founder of a creativity methodology program in Vietnam. These educators embarked on the remarkable journey from realizing the importance of holistic worldview to bringing about holistic education. The purpose of the study was to explore the significance of holistic worldview for education through investigating life-world stories. Using in-depth phenomenological interviews, the study explored these educators' past experiences, their present experiences and the integration of their past experiences with their present experiences.
520 $a From a cross-case synthesis the salient themes and patterns evolved and unfolded into an interwoven web of <italic>knowing, doing, being</italic> and <italic>becoming</italic>. When this web is displayed in a two dimensional form it depicts the four most important dimensions of holistic educators: (1) the <italic>integrated knowing</italic> of the self, the subject, the students and the world; (2) the <italic>harmonious doing</italic> to create nurturing learning environments; (3) the <italic>genuine being </italic> to serve as authentic modeling; and (4) the <italic>ever-evolving becoming</italic> that seeks deeper meaning and larger purpose of life. When transform this web to a three-dimensional spiral, it portrays the dynamic, evolving, uplifting and transcending nature of the journey of holistic educators, where the four elements merge into an ultimate oneness that represents the essence of holistic educators. As Mario Solís suggests in my interview with him, “in a deep sense, my capacity as an educator comes from my choice to allow life to unfold through me and to demonstrate from my entire being.”
520 $a The study manifests that when educators' entire being lives through their knowing and strives for becoming, namely, a higher purpose and deeper meaning of life, their vision and mission are not empty words on paper but rather a reality of life that they have created as the result of drawing from energy and resources from the creative, implicate order of life. The major insight of the journeys of these holistic educators is about touching the higher values of themselves, allowing themselves to manifest the excellence from within, and in turn, allowing others to manifest their inner resources, creativity and excellence. The study demonstrates how the holistic educators have successfully created a caring, nurturing, and nourishing learning environment where loving for life, appreciating relationship, learning to live and to create, living to transcend, and educating for peace are modeled and fostered.
590 $a School code: 0118.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Philosophy of. $3 783746
690 $a 0727
690 $a 0998
710 2 0 $a University of Massachusetts Amherst. $3 1019433
773 0 $t Dissertation Abstracts International $g 63-06A.
790 $a 0118
790 1 0 $a Rossman, Gretchen, $e advisor
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3056222