Whole Person Education: Mapping the Landscape

Session Type: Symposium

Abstract

Many educational philosophies and practices emphasize human development beyond the acquisition of knowledge and skills. In response to the narrow focus on content standards that has dominated recent educational policies, the U.S. has recently seen a remarkable proliferation of varied philosophies and practices in “whole person education.” Amidst this bewildering array of competing, heterogeneous approaches, we need a clearer view of what whole person education is and what it should do. How can we make sense of the various movements such that scholars, policymakers and educators can adopt thoughtful, effective approaches to developing whole students? This panel explores the assumptions behind and prospects for these movements, bringing together experts on indigenous education, purpose, civic education, moral education and formative education.

Sub Unit

• SIG-Moral Development and Education

Chair

• Stanton E F Wortham, Boston College

Papers

• Indigenous Education - Bryan McKinley Jones Brayboy, Arizona State University

• Civic Education - Diana E. Hess, University of Wisconsin - Madison

• Education for Purpose - William Damon, Stanford University

• Moral Education - Darcia F. Narvaez, University of Notre Dame