Dr. Ramón Gallegos Nava is the pioneer of Holistic Education, the planetary educational movement product of the new paradigm is based on new paradigms of science, perennial philosophy and taking into account the contributions of great pedagogues who have left history for the humanity; This new dynamic and open vision has scientific support through quantum physics, the holographic theory of the brain, the order involved, chaos theory, etc. Perennial philosophy is the heart of holistic education that defines its meaning and mission, in search of spiritual wisdom and human development to awaken intelligence and the unfolding of human beauty,the consciousness and relationship between human beings and the universe they inhabit for the purpose of nurturing human potential, the search for knowledge and spirituality.
Making a comparative analysis of the educational paradigm of mechanistic education with holistic education, we can conclude that the fragmentation of knowledge, its empirical analytical system, reductionism, the academic discipline, etc., of mechanistic education has generated a curriculum focused on static disciplines and predetermined that limits the development of the potentiality of the human being.
Unlike this, holistic education proposes the management of multiple disciplines focused on learning with an undetermined curriculum focused on questions and on profound changes in consciousness following the principles of perennial philosophy and the development of an ecological and inclusive consciousness that allows the exercise of a process transformer in life, awakening of the consciousness and evolution of man.
Dr. Ramón Gallegos points out that holistic education proposes the unfolding of the unlimited inner potential of each student, showing him the scientific dimension in a conscious way and in the continuous investigation of the search for knowledge in all areas, taking into account the ecological dimension as a way of learning to love everything that belongs to you and of which your universe is an integrating part. The social dimension where each of us is part of a single community; and finally the fourth dimension is spirituality where authentic human values, aesthetic sense and the global context of our relationships reside.
Central aspects of the educational process where intelligence is understood as all the areas that the human being can develop, logical, mathematical, linguistic, musical, corporal, spatial, interpersonal and intrapersonal. In such a way that multiple intelligences must fulfill their universality and their integration. The objective of the schools should develop and integrate multiple intelligences taking into account that not all students have the same needs, interests and abilities. In order to develop emotional intelligence, we will seek to have the ability to control feelings, calm, impulsiveness as well as the ability to solve problems, control and manage emotions.
We need an intelligence based on principles that nurture the spirit and that allow us to distinguish the true from the false based on ethical principles of the common good. So we cannot separate learning from the experience of living to go beyond the intellectual, becoming a transformative process in the social, emotional, cognitive, aesthetic and spiritual aspects that transcends and lasts for a lifetime.
Conscious learning recognizes the importance and value of science and technology as part of the comprehensive training of students, in such a way that a sense of social and responsible balance is found regarding the management of these modern means and is used as a tool of development and not a tool of destruction without limiting the experience with the real world and that allows the awakening of the scientific, open, creative, investigative and critical mind.
Holistic education has a vision of the serious environmental problem we are experiencing and the type of education required to solve this problem, where it proposes a comprehensive ecological education to any discipline that allows us to overcome the environmental degradation we are experiencing, establishing that nature must be considered as something alive, organic and maternal. Therefore, education is considered the most important instrument in the transition from the predatory society in which we are currently living towards a sustainable society that seeks to satisfy its needs without diminishing or harming the environment.
Dr. Ramón Gallegos tells us that we must consider the importance that reeducation can generate in a culture of peace through dialogue for life with an inclusive vision through a winning-winning policy for sustainable development. Quantum physics was the first forceful refutation of determinism and materialism in such a way that the physical sciences have transcended in this decade, philosophy is considered the perennial means to discern that spirituality is the essence of what we are our true nature and the meaning of our lives, and in a second level of depth a comprehensive vision of the kosmos that unfolds from consciousness,and universal love in a comprehensive way exploring all aspects of society and ourselves through a transdisciplinary strategy integrating ancient and current knowledge of both science and spirituality to offer a new perception of reality.
The educational relationship of this new model is that of subject-subject, considered as a human, cultural and significant relationship between subjects, our intersocial relationship. It is the way in which human beings agree through common rules and meanings of coexistence, justice and common rectitude, trying to build a community of subjects whose relationships are mediated by dialogue, self-awareness and mutual interest, giving a sense of life and spiritual. Genuine comprehensive education is considered an essentially human experience based on the relationship between student teachers and parents, forming a learning community generating a meaning for life, the whole, interconnectedness, participation, humanity, history and oriented to development, discernment and high knowledge.
Integrity is one of the integral objectives of education in all human areas because the evolution of consciousness in society in general depends on it, and as a proposal it seeks to advance towards the interconnection and harmony of modern thought, generating inclusive and articulators that consider the human being as a complex subjective being and capable of transcending.
Integrity considered as an achievement of unity through the differentiation, integration and transcendence of the stages of the evolution of consciousness, a model is proposed by Dr. Ramon Gallegos, a multilevel multidimensional perspective in such a way that distinguishes and considers the different levels and dimensions of education placing different educational theories and pedagogues in this, The first level of the totality is the individual conscience, needs, interests, personal goals, being here of vital importance to consider the different learning styles. On a second level, community awareness, the community as an integrating part. The third level cultural awareness where the ideological foundations of each culture are emphasized. Fourth level refers to planetary consciousness,world interest and an interest in the well-being of all humanity. The fifth and final level is spiritual awareness in search of the essence of our nature as a means of reaching the truth, goodness and beauty of all life.
The multidimensional perspective speaks of 7 different dimensions, the cognitive, social, emotional, bodily, aesthetic and spiritual, present in every learning process, establishing a subject-subject relationship that leads us to the different levels of the model. This multidimensional vision generates that education not only focuses on logical mathematical intelligence, or memory; it is to speak of education for life that is not only reduced to the training of professionals but also to complete human beings with responsibility, intelligence, respect and love for their planet, recognizing that we are part of a whole.
The aforementioned allows us to define the holistic term that comes from the Greek holos, which means totality and refers to a way of understanding reality in terms of totalities in integrated processes; Holistic also means that reality is an undivided whole, that it is not fragmented and that the whole is the fundamental reality, therefore the holistic vision is based on the integration of knowledge: science, art, spirituality, culture, academic disciplines where they are integrated and intrinsically.
The work of Dr. Ramón Gallegos is a proposal to transform the ways of learning typical of the mechanistic paradigm, since integral learning is based on dynamics that involve all human beings. They are the expression of society, knowledge and sustainable development through integrative actions that tend to strengthen educational integrity, the meaning of education and the subject-subject relationship. It integrates learning and life giving it a new meaning and expanding the entire educational field. The first thesis is that we live in an “ethical cosmos”, in permanent evolution whose nature is beauty, goodness, freedom, happiness, conscience and transcendence, where education is governed by cross-cultural principles and values. Evolution occurs in stages or stages in development,where the kosmos is made up of holons or wholes, honoring diversity and enriching unity. It is a transdisciplinary perspective that recognizes human complexity, the diversity of learning styles and multiple intelligences; thus, holistic education is considered a pedagogy of universal love where spirituality is considered a way of life, a full and creative presence in the world, a path of wisdom for comprehensive knowledge and balance of knowledge.thus, holistic education is considered a pedagogy of universal love where spirituality is considered a way of life, a full and creative presence in the world, a path of wisdom for comprehensive knowledge and balance of knowledge.thus, holistic education is considered a pedagogy of universal love where spirituality is considered a way of life, a full and creative presence in the world, a path of wisdom for comprehensive knowledge and balance of knowledge.
An important consequence of the evolution of humanity is that genuine development starts from learning, from education, seen in this way the process of transition between one meme and another occurs through learning. So the conduit that is appreciated to jump to the second level of memes can be given through holistic education. Learning communities integrate in an experienced human context the continuous learning of all its members and the way in which it is incorporated into the needs and objectives of humanity. Our country considers in our constitution that education must be comprehensive in all aspects of the individual, so holistic education is the model that can satisfy this point. When education is comprehensive, it must nurture the best of the human spirit.Learning communities aim at education for work and for life. Seeking the formation of compassionate, caring, and intelligent human beings who can build and live responsibly in sustainable societies with the essential purpose of the new emergence of an integral world view.
Integrity is the great task of the XXI century is the subject of investigation of educational reforms whose proposals advance towards the interconnection of multiple disciplines and the integration of the model that goes beyond the mechanical concept of educational quality.
Learning is the central point of the community, this aspect is especially related to a scientific consciousness. Learning to do is related to learning a profession or productive work, ability to work as a team oriented towards sustainable development towards prosperity and equity. Learn to live together responsibly with healthy relationships in a caring and ecological conscience. Learning to be means the awakening of our spirituality, the universal nature and the essence as a condition for the evolution of consciousness.
The confusion of religion with spirituality has generated conflict because it has not been clarified that the latter is immanent and transcendent, it is unconditional dimension and level, it is in everything and beyond everything, it is the essence of everything that exists and is more Beyond that, it cannot be reduced to religious beliefs, nor can it be reduced to a religious or paranormal category. This does not depend on wealth and poverty, however spiritual beings are simple and humble beings in the sense that they perceive themselves in a relationship of equality and fraternity; This is transrational, it goes beyond reason and it is universal where love is part of its manifestations and through it we can realize the relationship we have with all beings, it is the basis of a healthy creative and happy life, secular and superior to all intelligences.
Conclusions
The Holistic Education of Dr. Ramón Gallegos Nava is emerging as an integral paradigm, his vision of all life forms is trans-disciplinary and evolutionary. We are facing a change of time that presents conflicts and radical changes in an adjustment of the global paradigm where intelligence is a quality of our consciousness integrating all the capacity of the human being who perceives reality independently of any norm is a creative and innovative perception as basis of a movement that impacts different cultures, science and religion, highlighting the importance of universality, order, beauty, harmony and love. Starting with ourselves and generating learning communities that fit perfectly into this new model.
Spirituality plays an important role in the process of deep self-knowledge and in the manifestation of our conscience and order, love and compassion in total freedom and respect for others and the environment.
Considering holistic education as a process of continuous inquiry that seeks to find the balance and relationship between science and spirituality and the integration of knowledge in an interdisciplinary logic.
The search for a sustainable society that guarantees our survival can be found in an authentic comprehensive education through holistic education, involving profound changes in educational practices and involving learning communities to go beyond vocational training to learn to learn. It is their main objective through collaboration in a common context.
This movement led by Dr. Ramón Gallegos has already begun and is charting a path of human fraternity that promotes the development of conscience, harmony and solidarity among human beings with a scientific and philosophical support that justify the emergence of a new educational model in such a way. a form that is not limited to being a vocational instruction where its integral vision is directed to form human beings who are individuals of creative good, universal compassionate and capable of living their full fulfillment through spiritual illumination. Holistic education is a process throughout life where learning is living and living is learning. We can conclude that holistic education is a pedagogy of universal love, a process to form integral human beings, a conduit to nurture the human spirit.It is a way of life that is not reduced to an academic pedagogy, it is an integral practice for the transformation of consciousness.
Bibliography
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