A Constructive Postmodern Approach to Teacher Education Pedagogy Consistent With a Holistic Philosophy

• In Event: Holistic Education as Practical Transcendentalism

Abstract

This paper explores what a constructive post-modern approach to pedagogy consistent with a holistic philosophy might mean in theory and practice in the context of working with educators. This paper summarizes work over 13 years involving an internationally recognized master's program attempting to help each educator develop a holistic vision of education and clarify how to implement that vision in their professional context. What it means to teach in a way consistent with post-modern theory is still a mystery to us; however, we believe that we have implemented pedagogy in our program that is significantly different from, and is based on different assumptions than, a modernist approach. The paper identifies principles in implementing such a pedagogy based on our research.

Author

• Robert H. London, California State University - San Bernardino