Wholeness as a developmental goal

IF 1.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Mind Culture and Activity Pub Date : 2021-07-03 DOI:10.1080/10749039.2021.1961157
S. Wortham, Samantha Ha, Jeremy Alexander
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引用次数: 1

Abstract

ABSTRACT Human activity involves interconnections among civic, social, emotional, ethical, spiritual, and intellectual aspects. Recent advocacy for “whole person” education suggests that educators should attend to these multiple dimensions, but it does not provide an account of integration, of what “wholeness” means. We argue that those who facilitate development should encourage mutually reinforcing interconnections among various aspects of the individual, as well as interconnections among individual dispositions and social practices. Wholeness involves a jointly individual/social process of orchestrating others’ voices so as to develop normative stances in changing contexts that demand ongoing adjustment.
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作为发展目标的完整性
人类活动涉及公民、社会、情感、伦理、精神和智力方面的相互联系。最近对“全人”教育的倡导表明,教育工作者应该关注这些多个维度,但它并没有说明“完整性”意味着什么。我们认为,那些促进发展的人应该鼓励个人各个方面之间相互加强的联系,以及个人性格和社会实践之间的联系。完整性涉及一个共同的个人/社会过程,协调他人的声音,以便在需要持续调整的不断变化的环境中发展规范立场。
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来源期刊
Mind Culture and Activity
Mind Culture and Activity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
15.80%
发文量
24
期刊介绍: Mind, Culture, and Activity (MCA) is an interdisciplinary, international journal devoted to the study of the human mind in its cultural and historical contexts. Articles appearing in MCA draw upon research and theory in a variety of disciplines, including anthropology, cognitive science, education, linguistics, psychology, and sociology. Particular emphasis is placed upon research that seeks to resolve methodological problems associated with the analysis of human action in everyday activities and theoretical approaches that place culture and activity at the center of attempts to understand human nature.
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