Knowledge and implementation of the guidelines of the holistic educational approach in the Republic of Slovenia
Main Article Content
Introduction: The UNESCO Education Sector and the European Commission for decades emphasise the importance and necessity of introducing a holistic approach to education. The school policies emphasise only a cognitive or rationalist approach and the educational process is operating in a reductionist and deterministic manner. From a sustainable point of view, such consequences are various and multifaceted – on a personal and a social level.
Methods: The aim of the research was to establish the level of knowledge of Delors Report, Incheon Declaration and holistic approach among educational professionals (N=525) in Slovenia. A causal non-experimental method of research was used to search the causes for use of international guidelines and knowledge of holistic approaches. The connections between knowledge of documents and demographics were determined with chi-square test, the importance of pillars by statements, compliance with international guidelines by self- assessment.
Results: The results show low familiarity with Delors Report (27%), Incheon Declaration (10.8%) and holistic approach (58.6%). The reasons given for a better knowledge of the Delors Report are older age, longer years of service, and the position of principal. Familiarity with that report influences the with holistic approach, but not on importance of certain pillar, or implementation of international guidelines. There is an inversely proportional correlation between familiarity with Incheon Declaration and holistic approach.
Conclusion: The awareness of documents and holistic educational approaches is perceived only on a formalistic, declarative level. A solution is in the introduction of logopedagogy/holistic approaches based on anthropological attitude (logotherapy/existential analysis) towards understanding man as a physical, mental and spiritual being.