Holistic Approach as Viewed by the Basic School Teachers in Latvia

Abstract

The article points to new competencies required from basic school teachers, reinforced by the reform processes in the educational system in Latvia, the quality assurance of educational process, and modernisation and critical re-evaluation of educational materials and standards. The authors view sustainability as an integral part of reform processes in the country.The aim of the study is to evaluate the perspective of basic education teachers from the diverse regions of Latvia on the use of holistic approach for shaping the content of basic education. The authors have analysed basic school teachersí understanding of a holistic approach towards teaching and a learner. By means of a survey the authors have explored the features of teachersí perception of a holistic approach to their teaching. The authors conclude that sustainability cannot be left to the initiative of individual teachers but should be implemented as a whole-school policy.

Philosophy of Sustainable Development, Polish Perspective

“…Totally, an overwhelming number of responses (44 = 93.62%) underscores the need for holistic development and thus, the examined teachers identify sustainable development with the development of such features as behavioral, temperamental, emotional and especially mental that characterize a unique individual. In this respect, reflections and indications which can be worked out on the basis of the obtained during the interview data parallel the observations and opinions expressed by SalÓte (2015), ⁄wita˘a (2015), Badjanova & Iliko (2015) who also perceive the holistic approach to education and intrinsic values, in general, as attributes en route to sustainable development.…”

Gender Identity of Students and Teachers: Implications for a Sustainable Future

“…It can be used to ensure that men and women are not disadvantaged by development activities, to enhance the sustainability and effectiveness of activities, or to identify priority areas for action to promote equality between women and menî (Hunt, 2004). The aim of gender analysis is to increase the quality and effectiveness of initiatives as well as to redress inequalities and inequities (Badjanova & Iliko, 2015;Badjanova, RaËevskis, & Iliko, 2017).…”

Interrelations in the Development of Primary School Learners’ Creative Imagination and Creative Activity When Depicting a Portrait in Visual Art Lessons

“…For a teacher, it is important to create such situations where a learner could feel that he is a unique personality, differing from others by his own individual qualities and human value (Pipere, 2016;Badjanova, & Iliko, 2015). Creation implies creating new results and a new way of fulfilling the task in different conditions, and perhaps completely unexpected ways and tasks are possible (SalÓte et al, 2007, p. 289) (Iliko, Ignatjeva, & MiËule, I.…”

“…Scholars and pedagogues of Latvia have conducted serious research on clarifying the nature of sustainable education (Pipere, 2016;Badjanova, & Iliko, 2015;SalÓte, 2015;Iliko, Skrinda, & MiËule, 2014;Iliko, Ignatjeva, & MiËule, 2011;SalÓte, 2008;Iliko, 2007;SalÓte, MiËule, Kravale, Iliko, & Stakle, 2007;SalÓte, Drelinga, Iliko, ZariÚa, & OÔehnoviËa, 2016), and they maintain that education developed within the context of sustainability displays a constant tendency for the development within a long period of time, which is especially vital for aesthetic education as well.…”