Dr. Ramón Gallegos Nava talks about Holistic Education, Pedagogy of Universal Love, the rise of Holistic Education. Approximately four hundred years ago, humanity has been immersed in various dominant human changes that we currently call them paradigms, where a dogmatic worldview prevailed, where the Catholic Church predominated.
The church monopolized knowledge was judge and executioner to rule on the validity of ideas, whoever did not adapt or followed the rules was burned at the stake.
Another dominant human change that we call the western paradigm was the scientific one and it was born as a criticism of the dogmatic paradigm and its emergence meant stripping people and things of all divine or sacred vestige. The world was seen as a great mechanism where it was possible to predict and control its operation, the explanations were based on mechanical cause-effect linear processes, science became synonymous with truth.
Currently we continue in the mechanicist since we are governed by standards, quality is very fashionable, which is a standardized system, the only thing that everything is done in the same way and in a certain time, the importance that is required of the student is not given so that If learning occurs, the teacher continues to use the same mechanistic or ancient methods where he is the boss, the one who says how to do things and if it does not work, the result is negative for the student.
The student is conformist because his interest, his creativity has not been awakened and he only wants to pass the exams, most are not interested in learning.
The educational system urgently requires a paradigm shift where the teacher is the coordinator, facilitator, generating the change in the students so that they really learn, considering the different learning styles and multiple intelligences, as well as all the qualities and virtues that the human being, we need to awaken their spirituality, that they know themselves that they feel that the teacher is their friend, that they inspire confidence, promote collaborative work and consequently meaningful learning. The transition from modernity to transmodernity requires a new educational paradigm
In order to evolve and overcome the serious current problems, we no longer need to enter into a horizontal-cut technological / industrial revolution, but rather a vertical-cut educational / spiritual revolution, aimed at transforming the consciousness of human beings living in the 21st century.
Dr. Ramón Gallegos says that education must nurture the best of the human spirit in all aspects, focus on developing the noblest and best aspects of each student, opportunity to display intelligence, be a better human being, recognize interdependence with the other beings that inhabit the planet. The nature and meaning of education is holonic, it always occurs in integrated contexts that give it different meanings, without losing its identity.
From a multilevel perspective, education can be considered on five levels of totality: individual, community, social consciousness, planetary consciousness and spiritual consciousness.
Holistic education does not see the student as a brain that must program, a robot. He sees him as an integral human being that goes beyond the scientific / industrial cognitive world and recognizes six dimensions that must be taken into account in every educational process: cognitive, social, emotional, corporal, aesthetic and spiritual dimension.
Holistic education may be the most important conduit for the evolution of consciousness and the construction of sustainable societies in balance between the global and the local, establishing the internal order that allows humanity to take a new evolutionary step, advance to a higher stage developmental.
In Mexico, the third constitutional article states that education must be comprehensive, considering the harmonious development of all aspects of the human being, in essence it is stated that education must be holistic.
One of the main objectives of holistic education is to give rise to a new consciousness that overcomes the fragmented, mechanical and materialistic vision of modernity that emerged as the dominant rationality since the seventeenth century and to move towards a comprehensive and profound transmodern vision for the twenty-first century..
The holistic vision is emerging as an alternative where all the elements are combined and all aspects of the human being are considered in their entirety, they are really being given the opportunity to manifest themselves through universal love, to give themselves entirely to their ideals, to do what really allows you to be happy and make others happy.
The new holistic vision leads us to a process of restructuring, innovation and abandonment of social, political and economic structures.
Dr. Ramón Gallegos Nava points out that the term holist comes from the Greek holos, which in our context means totality. The holistic vision is based on the integration of knowledge: science, art, spirituality and traditions that are articulated to create a culture of wisdom and overcome the fragmentation of knowledge in academic disciplines. The holistic vision breaks with the mechanistic scientific paradigm by relying on new principles of reality.
Some of the principles are: unity, totality, qualitative development, transdisciplinarity, spirituality, learning, etc. The holistic vision is based on the certainty that everything is interconnected, that we are linked to each other and to the non-human forms that surround us in a complex web of life, based on the perennial philosophy, which is as old as society itself.
Learning styles. The learning styles are diverse and varied, since not all of us learn in the same way or at the same pace; there are people who learn with noise, others in silence, learn from the concrete to the abstract, from the simple to the complex, preferences for work alone or in a group, etc.
Dr. Ramón Gallegos nava points out that learning in holistic education is the central point of the entire educational process, it is more important than teaching, we can no longer speak of teaching-learning because they do not have the same importance, in the process of learning from new vision all involved in the educational process as teachers, administrators, students, employers, parents converge in the same school with a common goal: to learn.
With a methodological objective, holistic education has identified four strategic learnings for education in the 21st century.
- Learning to learn- It begins with learning to ask, all good learning is based on a good question, asking is a natural act in the search for knowledge means having the ability to direct and take responsibility for learning itself. Learning to do. Learn to transform society through intelligent and responsible action, the ability to work as a team, know how to take risks and take the initiative. Learn to live together. It implies learning to live responsibly respecting and cooperating with other human beings and in general with all the living organisms on the planet. Learning to be.- means the discovery of real human nature, the encounter with the essence of oneself, is learning to belong to the totality learning to be is learning to establish an internal order.
In the classroom the students will decide together with the teacher, the teacher is an assistant, advisor, resource and guide, the students make their own decisions, they choose, they evaluate themselves. Do not wait for the teacher to tell them if they themselves do not know when they are well, whether they understood or not, that they do not have the pressure of an exam to study, but that they do it daily and that they participate in the classroom. Cooperation and dialogue must be generated between all students and teachers, teachers and students, etc. Technological modernity, scientifically very efficient but very predatory; its two great problems the destruction of life on earth and a profound dehumanization of communities,hence the need to overcome this age and move towards an integral paradigm that establishes a humanity-nature relationship based on respect, love and solidarity.
Teaching people that what unifies is better and more useful for human life than what separates and fragments, all we need to do is reach the hearts of people.
The perennial philosophy tells us that our true identity is spiritual, the final achievement of our identity, realization and true happiness is in the realization of the universal being. We also have to overcome attachments to avoid suffering.
- Attachment. Attaching ourselves to things Dislike. Reject what we don't want ignorance. That is, to suffer for lack of knowledge, for not knowing the true reasons for our actions.
Everything changes, nothing remains the same; to understand it that way is wisdom. To think that things remain the same is ignorance. The physical space that we use in the classroom is cold, demotivating, impersonal, changing it for a pleasant place where we like to be with plants, landscapes, the colors of the walls that are striking, etc.
The spiritual process is a process of perseverance, search for an encounter, knowledge and an awakening to our true nature.
Perseverance is the spiritual energy to continue the journey towards oneself, perseverance helps us to get up and continue walking in this return to ourselves to our home.
The knowledge of the spirit takes away the dogmas, fears, leaves us in a creative vacuum empty of egos and full of truth.
Twelve principles for holistic schools.
- Learning communities, multiple intelligences: learning styles, epistemological pluralism, holistic curriculum, transdisciplinarity, integral society, integrity, holistic dialogue, comprehensive practice, compassion, spirituality.
Dr. Ramón Gallegos points out that these twelve principles are those that are required for holistic education to transcend, and the educational process that currently governs us of a total turn, where people see themselves as such, recognize the different intelligences, the various learning styles where the student can be hyperactive, serious, recognize and identify epistemological pluralism, understand the holistic curriculum in all its dimensions, where there is dialogue, where there is understanding, respect for nature, and that there is integrity that people are trustworthy, do not take care of our backs, that there is a lot of love, a spirit of service, living in a true learning community, where we all help each other and seek the well-being of the next before ours.
In Pedagogy of universal love, education for sustainable development.
Holistic education implies a change of values, the new vision of education follows the following principles:
Learning communities are governed by a series of principles that allow you to work creatively and efficiently.
The mission of holistic education is to educate human beings for sustainable development. Sustainable development is the only way we have to guarantee the well-being of our community in the long term, it is a way to live on our planet. Use technological advancement for our good and caring for the environment.
Dr. Ramón Gallegos tells us that the principles of holistic integral practice are found in perennial philosophy, a spiritual orientation of the awakening of consciousness, the integral spiritual practice, makes us universal, brings us peace, harmony, happiness, helps us to mature, it generates certainty, the ability to understand the points of view of others, it leads us to equanimity, it makes us more compassionate. It gives us empathy towards others, let's imagine a world where there is no violence, where we all love each other, where we help each other, that we are aware of what our brother needs, that violence is not a concern, that we take care of to repair the damage that we have been doing to our planet and to the whole world, that we form a shanga a true shanga,it is a wonderful world to which we are entitled.
I can conclude that the emergence of a new consciousness at the dawn of the 21st century is bringing a profound change of epoch that will intensify in the near future. Humanity requires a holistic education that understands the human being in all its dimensions, that uses all intelligences and diverse learning styles. It needs educators who are willing to revolutionize the educational system so that people are truly treated as people, not as machines, and we are concerned and concerned with contributing individually and influencing the planet globally.
From the work of Dr. Ramón Gallegos Nava I can conclude that it is an education that requires the Mexican Educational System, at all levels, an education that includes integrating the entire human being in all its dimensions.
An education that allows individual and group growth, that includes all living beings, considers the environment, transforming schools into true learning communities where the objective is the evolution of consciousness, its heart is spirituality, understood as love universal, compassion, peace and solidarity.
Bibliography
- Gallegos Nava Ramón (2000) The spirit of education. Integrity and importance in holistic education. International Foundation for Holistic Education, Guadalajara.Gallegos Nava Ramón (2001) The education of the heart. Twelve principles for holistic schools. International Foundation for Holistic Education, Guadalajara.Gallegos Nava Ramón (2001) Holistic education. Pedagogy of universal love. International Foundation for Holistic Education, Guadalajara.Gallegos Nava Ramón (2001) A comprehensive vision of education. The heart of holistic education. International Foundation for Holistic Education, Guadalajara, Gallegos Nava Ramón (2001) Holistic dialogues. Holistic education and perennial philosophy I. International Foundation for Holistic Education, Guadalajara.Gallegos Nava Ramón (2003) Learning to be.The birth of a new spiritual awareness. International Foundation for Holistic Education, Guadalajara.Gallegos Nava Ramón (2003) Learning communities. Transforming schools into learning communities. International Foundation for Holistic Education, Guadalajara, Gallegos Nava Ramón (2003) Pedagogy of universal love. A holistic view of the world. International Foundation for Holistic Education, Guadalajara, Gallegos Nava Ramón (2004) Wisdom, love and compassion. Holistic education and perennial philosophy II. International Foundation for Holistic Education, Guadalajara, Gallegos Nava Ramón (2004) The Path of Perennial Philosophy. Holistic education and perennial philosophy III. International Foundation for Holistic Education, Guadalajara.Gallegos Nava Ramón (2005) Education and spirituality. Education as a spiritual practice.International Foundation for Holistic Education, Guadalajara.Gallegos Nava Ramón (2007) Spiritual intelligence. Beyond the multiple and emotional intelligence. International Foundation for Holistic Education, Guadalajara.
