I have been working in the field of holistic education for 40 years.  Last year Edward Elgar invited to write book on How to Teach Holistically with a focus on higher education.  Most of previous writing has focused on elementary and secondary education (Miller, 2019; Miller, 2010). 

Holistic education focuses on the development of the whole person-body, mind and spirit in the context of an interconnected and interdependent world.   It should help students to be in touch with the different aspects of their being and help them thrive in an interconnected world.

In the first chapter I discuss the concept of the whole and how everything is part of the whole.  Indigenous peoples and the ancients had conceptions of the whole that helped them see themselves as part of connected universe. Today, Ilia Delio (2023) writes about ‘relational holism” while Hangyu Wang (2023) writes about “organic relationality”.  Both concepts provide a broad framework for pursuing holistic education.

The second chapter outlines a vision of the whole person-body, mind and spirit.  Higher education has focused mostly on the mind and ignored the body and spirit. My book offers ways of including the body and soul in higher education.

In the third chapter I discuss three orientations to learning-transmission, transaction and transformation and now holistic teaching uses all three to reach the whole person.  The chapter includes how three post-secondary instructors use the three positions in their teaching.  Throughout the book I cite many examples of how my students have incorporated holistic education into their teaching.

Focusing on the concept of interconnectedness, chapters 4-9 describe six connections-thinking, body/mind, soul, subjects, community and earth and how they can be explored in higher education. For example, the chapter on thinking connections focuses on analytic and intuitive thinking.  Intuitive modes of thinking in higher education can be nurtured through imagery work, metaphor and poetry.   Each of these chapter are filled with various teaching strategies that help students make connections.

The last chapter is on presence.  If we can be fully present in our class and with our students, there is a greater chance we will connect with our students.  Students can sense when we are present and when we are not.  Meditation is a practice that develops presence.  This is why I have required students to do meditation in my courses since 1988.  I give students choice of different methods so they can develop ownership in their practice. In the chapter students describe their practice and its impact on their life and teaching.

John (Jack) P. Miller is a professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education. His research interests focus on holistic education, spirituality in education, contemplation in educational settings, and curriculum orientations. Prof. Miller teaches courses on holistic education and contemplative education.

How to Teach Holistically is available in Hardback and eBook.

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