| Abstract [eng] |
The holistic education paradigm is a complex educational system aimed at nurturing the whole child by applying an integrated educational programme, holistic teaching methods, and fostering a holistic educational culture led by holistically minded teachers. The principles of interconnectedness, balance, inclusion, and spirituality are consistently upheld across all elements of this system. This dissertation examines the expression of the features of the holistic education paradigm within Lithuania’s primary education system. Based on complexity theory and the philosophical concept of holism, a multi-level mixed-methods study was conducted. Using a convergent data collection design, data were gathered through a systematic literature review, content analysis of documents, an online survey of Lithuanian primary school teachers (n = 365), lesson observations in primary education institutions (n = 30), and expert interviews with education policymakers (n = 5). In accordance with the principle of complementarity, quantitative and qualitative data were analysed separately and subsequently integrated through qualitative interpretation, grounded in the interpretivist paradigm. The study's findings revealed that all key features of holistic education are present within Lithuania’s primary education; however, the spiritual dimension was found to be the least evident. It was established that the current system is dominated by transaction-oriented experiential teaching methods, with a lack of transformative approaches and deep reflection, both of which are essential for nurturing spirituality. Spirituality plays a vital role in fostering ecological awareness and in developing an understanding of one’s role in the global context. |
