Subject Outline - CTL1110 The Holistic Curriculum:  Summer 2010

This course will focus on curriculum that facilitates personal growth and social change. Various activities that reflect a holistic orientation will be experienced. Transpersonal techniques such as visualization and the use of imagery in the classroom will also be explored.

Objectives

1. To examine the philosophical, psychological, and social contexts of the holistic curriculum.
2. To examine curriculum programs that facilitate various connections (e.g., logic - intuition, mind - body).
3. To develop one's own perspective regarding holistic approaches to the curriculum.
4. To engage in some form of contemplative practice.

Readings

Miller, John P. The Holistic Curriculum (Second Edition) University of Toronto Press Incorporated, 2007  ISBN 978-0-8020-9218-2 (bound) ISBN 978-8020-9449-0 (pbk)
This text is available at the Bob Miller Bookroom - (180 Bloor Street West, between Bedford and Avenue Rd. north side of the street)

Supplemental Course materials will be available for students who access course resources in the BlackBoard system at http://portal.utoronto.ca
Included are text versions of activities referred to in class as well as numerous articles from: Holistic Education in Practice, Orbit, May, Vol. 23, No. 2, 1992 and Education and the Soul, Orbit, Vol. 30, No. 2, 1999.  These articles are also available in the OISE/UT Library.

Weekly Partnered Reading and Discussion:  The Holistic Curriculum

Chapter 1: Holistic Curriculum: The Why and the What.
Chapter 2:  The Philosophic Context: The Perennial Philosophy
Chapter 3: The Psychological Context: The Transpersonal Self/Meditation
Chapter 4: The Social Context: An Ecological/Interdependent Perspective
Chapter 5: Holistic Curriculum: Historical Background
Chapter 6: Intuitive Connections
Chapter 7: Body-Mind Connections
Chapter 8: Subject Connections
Chapter 9: Community Connections
Chapter 10: Earth Connections
Chapter 11: Soul Connections
Chapter 12: Implementing and Evaluating the Holistic Curriculum
Related articles, handouts and web-based resources

Assignments

1. Practice a transpersonal growth method (meditation or visualization) and keep a journal describing and reflecting on your experience. Submit the journal in a notebook twice for comments.  Journals should focus on the physical properties of the meditation session itself rather than on the thoughts experienced during each session.  An example will be shown in class.
2. Read the text The Holistic Curriculum, sharing your thoughts on the readings with your learning partner (summarize key points).
3. Display a collection of learning resources as a teaching "tool kit" or "treasure chest".
4. Present an interactive class experience with a team. (see notes below)
4. Write a reflective paper of approximately 10 pages. Preferred format: Arial, lines: space and a half, cover page, pages numbered, references in a consistent style.

Suggested topics for the reflective paper:
a)  Describe an example of holistic education.  This paper will include a description of the example and why it meets your criteria of holistic education.  You can describe an example of holistic education from your own experience as a teacher or student.  This example does not have to come from a formal school setting.
b)  Write about your journey as a educator.  What have been central experiences that have led to transformation?
c) A subject related to a theme of this course.

Please note: Due date for paper is the last class. If the paper has a self addressed stamped envelope (with sufficient postage) it will be mailed to you.

Course Evaluation

Team presentations are based on topics of student interest. Presentations run for approximately an hour and the start the fourth week and continue for the rest of the course.  Group Presentations should be experiential in nature.  Although mini-lectures may be used, please avoid presentations that are simply panel presentations.  Presentations should indicate that the group has worked as a team. Risk-taking and creativity are encouraged.  Please run through your presentation together at least once before you present.  After the presentation, please submit the criteria you used to evaluate the presentation along with the written evaluation and grade signed by the members of the group. 30%

Journals will be evaluated on how fully you were engaged in the meditation experience.  The grade is assigned according to the regularity of practice.  Regular practice with missing no more than one day per week (A); five days per week (A-/B+); four days (B); three days per week (B-); and two days or less (C).  Journals generally describe your effort to concentrate and what problems arose during your practice.  The focus in the journals should be on the meditation itself, but you can make connections to daily life if they relate to your practice.  Journals are checked twice. At the midpoint and at the end of the journal please write about a page reflecting on the overall experience. 20%

Reading Partnership: You and your partner will be submitting a short report regarding your partnered readings. 10%

Collection of Teaching Resources: (toolkit/treasure chest) You will have an opportunity to display a collection of items to inspire future teaching. The display will be documented and that report is handed in. 10%

Reflective Papers will be evaluated according to three general criteria.  The first criterion is clarity of presentation and general organization of the paper.  Arguments should be presented in clear and readable manner.  Second, any claims you make should be developed and supported;
please avoid unsupported claims.  Finally, you are evaluated on authenticity.  In other words, it is important to see some of yourself in the paper and to have evidence that the paper is not just an academic exercise.  If you meet these basic criteria grade is A.   A+ requires a high degree of originality and demonstrates potential to be published. It is strongly suggested that you discuss your ideas with your learning partner as you develop your paper. 30%

Bibliography (thanks in part to Jack Miller)

Optional Texts
Drake, Susan M. et al.  Developing an Integrated Curriculum Using the Story Model.  Toronto:  OISE Press, 1992.

Drake, Susan M.  Creating Intregrated Curriculum  Thousand Oaks, California: Corwin, 1998

Miller, John; Cassie, Bruce; and Drake, Susan.  Holistic Learning: A Teacher's Guide to Integrated Studies.  Toronto:  OISE Press, 1990.

Miller, John.  The Contemplative Practitioner: Meditation in Education and the Professions.   Toronto: OISE Press, 1994.

Miller, John.  Education and the Soul: Toward a Spiritual Curriculum.  Albany, NY: SUNY Press, 2000.

Miller, John and Nakagawa, Yoshiharu. Nurturing our Wholeness: Perspectives on Spirituality in Education.   Brandon, VT: Foundation for Educational Renewal, 2001

Miller, John. Educating for Wisdom and Compassion: Creating Conditions for Timeless Learning. Corwin Press. 2005.

Miller, Jack; Karsten, Selia; Denton, Diana; Orr, Deborah; Colalillo Kates, Isabella. Holistic Learning and Spirituality in Education:  Breaking New Ground. SUNY Press. New York. 2005

Nakagawa, Yoshiharu.  Education for Awakening: An Eastern Approach to Holistic Education.  Brandon, VT: Foundation for Educational Renewal, 2000.

Other Texts
Alschuler, Alfred.  School Discipline:  A Socially Literate Solution.  New York:  McGraw-Hill, 1980.

Beane, James A.  Curriculum Integration: Designing the Core of Democratic Education.  New York: Teachers' College Press. 1997

Berry, Thomas.  The Dream of the Earth.  San Francisco, CA:  Sierra Club Books, 1988.

Brown, George Isaac; Mark Phillips; & Stewart Shapiro.  Getting It All Together:  Confluent Education.  Bloomington, IN:  Phi Delta Kappa Educational Foundation, 1976.

Capra, Fritjof.  The Tao of Physics.  Boulder, CO:  Shambala, 1975.

Capra, Fritjof.  The Turning Point.  New York:  Simon & Schuster, 1982.

Clarke, Judy; Wideman, Ron; Eadie, Susan.  Together We Learn.  Scarborough, ON:  Prentice-Hall, 1990.

Cott, Jonathan.  Pipers at The Gates of Dawn.  New York:  McGraw-Hill Paperbacks, 1985.

Flake, Carol L. (Ed.)  Holistic Education:  Principles, Perspectives and Practices.    Brandon, VT:  Holistic Education Press, 1993.

Freire, Paulo.  The Pedagogy of the Oppressed.  New York:  Herder& Herder, 1972.

Gibbs, Jeanne.  Tribes:  A New Way of Learning Together.  Santa Rosa, CA:  Center Source Publications, 1994.

Glazer,  Stepehen (Ed.)  The Heart of Learning: Spirituality in Education.  New York:  Tarcher/Putnam,  1999.

Goleman, Daniel.  Emotional Intelligence.  New York: Bantam, 1995.

Hutchison, David.   Growing Up Green: Eduction for Ecological Renewal. New York: Teachers' College Press.  1998

Kane, Jeff. (ed)  Education, Information and Transformation.  Englewood Cliffs, N.J.: Prentice Hall. 1998

Kessler, Rachael.  The Soul of Education.  Alexandria, VA: ASCD, 2000.

Kohn, Alfie.  Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Prasie, and Other Bribes.  Boston: Houghton Mifflin, 1993.

Krishnamurti, J.   Education and the Significance of Life.  New York: Harper and Row, 1953.

Kumar, Satish.  Path Without Destination.  New York: William Morrow, 1999.

Lemkow, Anna F.  The Whole-Ness Principle.  Wheaton, IL:  Quest Books, 1990.

Lerner, Michael.  Spirit Matters.  Charlottesville, VA: Hampton Roads, 2000.

Luvmour, Josette and Ba.  Natural Learning Rhythms.  Celestial Arts.

Marshak, David.  The Common Vision: Educating and Parenting for Wholeness.   New York: Peter Lang, 1997.

Maslow, Abraham.  Toward a Psychology of Being.  New York:  Van Nostrand Reinhold, 1968.

McDermott, Robert A.  The Essential Steiner:  Basic Writings of Rudolf Steiner.  San Fransisco, CA:  Harper & Row, 1984.

Miller, John P. and Wayne, Seller.  Curriculum:  Perspectives and Practice.  New York:  Longman, 1985.

Miller, John P., Cassie, J.R. Bruce, Drake, Susan M. Holistic Learning:  A Teacher's Guide to Integrated Studies.  OISE Press, 1990.

Miller, Ron.  What Are Schools For?  Brandon, VT:  Holistic Education Press, 1990.

Miller, Ron.  Caring for New Life: Essays on Holistic Education.  Foundation for Educational Renewal, 2000.

Moffett, James.  The Universal Schoolhouse, Spiritual Awakening Through Education.  San Francisco, Jossey-Bass, 1994.

Muller, Robert.  New Genesis.  Garden City, New York:  Doubleday, 1984.

Nagel, Greta.  The Tao of Teaching.  New York:  Donald I. Fine Inc., 1994.

Neville, Bernie.  Educating Psyche: Emotion, Imagination, and the Unconscious in Learning.   North Blackburn Victoria Australia: Harper Dove. 1989

Newmann, Fred W.  Education for Citizen Action:  Challenge for Secondary Curriculum.  Berkeley, CA:  McCutchan, 1975.

Newmann, Thomas Bertocci & Ruthanne M. Landsness.  Skills in Citizen Action:  An English-Social Studies Program for Secondary Schools.  Skokie, IL, National Textbook, 1977.

Noddings, Nel  The Challenge to Care in Schools.  New York: Teachers College Press, 1992

Noddings, Nel and Paul J. Shore.  Awakening the Inner Eye:  Intuition in Education.  New York, Teachers College Press, 1984.

Oliver, Donald W.  Education, Modernity, and Fractured Meaning.  Albany, NY:  State University of New York Press, 1989.

Orr, David W.  Ecological Literacy:  Education and the Transition to a Postmodern World.  Albany, SUNY Press, 1992.

Orr, David W.  Earth in Mind:  On Education, Environment and the Human Prospect.  Washington, DC:  Island Press, 1994.

OSullivan, Edmund.  Transformative Learning.  Toronto: U of T Press, 1999.

Palmer, Parker J.  To Know as We Are Known:  A Spirituality of Education.  San Francisco:  Harper, 1983.

Palmer, Parker J.  The Courage to Teach.   San Francisco: Josey-Bass, 1998

Pearce, Joseph C.  Magical Child Matures.  New York, E.P. Dutton Inc., 1985.

Purkey, William Watson and Novak, John.  Inviting School Success:  A Self Concept Approach to Teaching and Learning.  Belmont, CA:  Wadsworth, 1984.

Purpel, David E.  The Moral and Spiritual Crisis in Education:  A Curriculum for Justice and Compassion in Education.  Granby, MA:  Bergin and Garvey, 1989.

Richards, Mary Caroline.  Toward Wholeness:  Rudolf Steiner  Education in America.  Middleton, Conn.:  Wesleyan University Press, 1980.

Rogers, Carl.  Freedom to Learn for the 1980's.  Columbus, OH:  Charles Merrill, 1983.

Sale, Kirkpatrick.  Human Scale.  New York:  G.P. Putnam, 1980.

Sinetar, Marsha.  Developing A 21st Century Mind.  New York:  Villard Books, 1991.

Tompkins, Jane.  A Life in School: What the Teacher Learned.  Reading, MA Perseus,  Books, 1996.

Wilber, Ken.  The Holographic Paradigm and Other Paradoxes.  Boulder, CO:  Shambala, 1982.

Wood, George H.  Schools that Work:  America's Most Innovative Public Education Programs.  New York:  Plume Books, 1993

Journals
Encounter: Education for Meaning and Social Justice (formerly the Holistic Education Review)

Paths of Learning

References Online for Holistic Learning: http://astralsite.com/holistic/HolisticLearning.html

Course Information Site:  http://astralsite.com/1110

Summer Schedule 2010 - http://astralsite.com/1110/1110-10schedule.html
(see illustrated schedule http://astralsite.com/1110/CTL1110-10.html for class activities)

BlackBoard. Students will be asked to use the BlackBoard learning management system to access announcements, email, discussions and team work. Instructions for logging in and using the system will be explained in full.

Class Session Agendas see document files under Course Documents online resources.

Professor:   Dr. Selia Karsten email: selia.karsten@utoronto.ca
July 2010