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Towards a Holistic Education: Synergizing a Traditional Model of Transmission With Inquiry and SEE Learning

Towards a Holistic Education: Synergizing a Traditional Model of Transmission With Inquiry and SEE Learning

Carol Ann Inugai Dixon
Copyright: © 2021 |Pages: 15
ISBN13: 9781799851073|ISBN10: 1799851079|ISBN13 Softcover: 9781799855477|EISBN13: 9781799851080
DOI: 10.4018/978-1-7998-5107-3.ch006
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MLA

Inugai Dixon, Carol Ann. "Towards a Holistic Education: Synergizing a Traditional Model of Transmission With Inquiry and SEE Learning." Educational Reform and International Baccalaureate in the Asia-Pacific, edited by David Gregory Coulson, et al., IGI Global, 2021, pp. 99-113. https://doi.org/10.4018/978-1-7998-5107-3.ch006

APA

Inugai Dixon, C. A. (2021). Towards a Holistic Education: Synergizing a Traditional Model of Transmission With Inquiry and SEE Learning. In D. Coulson, S. Datta, & M. Davies (Eds.), Educational Reform and International Baccalaureate in the Asia-Pacific (pp. 99-113). IGI Global. https://doi.org/10.4018/978-1-7998-5107-3.ch006

Chicago

Inugai Dixon, Carol Ann. "Towards a Holistic Education: Synergizing a Traditional Model of Transmission With Inquiry and SEE Learning." In Educational Reform and International Baccalaureate in the Asia-Pacific, edited by David Gregory Coulson, Shammi Datta, and Michael James Davies, 99-113. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-5107-3.ch006

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Abstract

In times of stability, when societies are not experiencing tectonic changes, established educational systems do not attract much attention. The systems tend to fulfil their purposes while contributing to the ongoing stability. In times of disruptive change, however, the power of education to transform is a potential source for innovative solutions to emerging problems. We live in such disruptive times where the changes have local and global impacts. In order to understand the scope and scale of the current situation, this chapter will take a broad look at education: its purposes, its recent history, and whether it is fit for the current paradigmatic shift that we are experiencing. An example of navigating educational changes through synergies in the Japanese national context with the International Baccalaureate (IB) programmes of inquiry and a traditional transmission model of learning will be examined as a local phenomenon which reflects dynamics occurring globally. Additionally, the place of social emotional and ethical (SEE) learning for a holistic education will be considered.

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