Özet:

This collaborative paper describes holistic education models and explores the implications of such models for secondary Social Studies practice in Canada and New Zealand. After describing a number of features of holistic models, including attention to self-esteem, emotions, relationships and spirituality, models by Forbes, Rousseau, Robinson, and Integralism are discussed. The authors then present examples of holistic teaching practices that can be used in secondary Social Studies classrooms. After which, a review of the context and history of New Zealand sets the scene for a detailed case study exploration of the nation’s new Social Studies curriculum, which is framed within holistic practice principles. The examples illustrate how holistic models focus on student learning, growth, and engagement in the classroom and promote the general well being of all students. Teachers are able to meet curriculum standards and expectations while at the same time enhancing the learning environment of all their students in a beneficial manner.

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