Abstract
Holistic learning is recognized as an effective learning practice. It acknowledges the interconnections between the individual, other people, and the environment, it describes learning as an active process that transforms consciousness. This transformation in consciousness occurs through the facilitation of learning, experiences, and reflection, which lead to acts that nurture oneself, others, and the environment. Teachers face the challenge of noneducators setting unrealistic expectations, providing limited resources, and generating a culture of competition, preventing holistic learning from developing. If students are to learn, this process needs to be honored, which requires pedagogical strategies and practices that can be replicated to have an impact globally. This phenomenological study explored the challenges early childhood teachers experience globally when implementing strategies and practices that create a culture conducive to holistic learning. This qualitative phenomenology research captured the lived experiences of participants regarding the phenomenon, as well as similarities in the lived experiences of teacher participants.
Library of Congress Subject Headings
Holistic education; Holistic education—Early childhood education
Date of Award
2024
School Affiliation
Graduate School of Education and Psychology
Department/Program
Education
Degree Type
Dissertation
Degree Name
Doctorate
Faculty Advisor
Gabriella Miramontes
Recommended Citation
González, Cristina D., "Breathing: a story of lifelong learners’ relationship to the changing world" (2024). Theses and Dissertations. 1508.
https://digitalcommons.pepperdine.edu/etd/1508