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HOLISTIČNI PRISTOP

NA PODROČJU VZGOJE, IZOBRAŽEVANJA IN DUŠEVNEGA ZDRAVJA

25,00 

Celovita prenova vzgojno-izobraževalnega sistema v Sloveniji mora upoštevati in aplicirati holistični pristop, kar je izpostavljeno v posebnem dodatku publikacije: Predlog strateškega načrta prenove vzgojno-izobraževalnega sistema v Republiki Sloveniji. Le-ta obsega prepotrebno sodobno vizijo, načrt in vsebino celovite prenove vzgojno-izobraževalnega sistema, ki se na ta način izogne nevarnim pastem redukcionizma, determinizma in delnih rešitev. 

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Opis

Cilj vzgoje in celotnega vzgojno-izobraževalnega procesa bi moral biti: celovito »delujoča«, integrirana, osmišljena in zadovoljna oseba; v skladu s trenutnimi razvojnimi značilnostmi. To je možno samo v okviru holističnega pristopa, ki otroka ne dojema samo kot kognitivno/racionalno bitje, ampak kot nedeljivo celoto telesne, duševne in duhovne razsežnosti.

 

Holistični pristop UNESCO in Evropska komisija promovirata in spodbujata že desetletja in čas je, da ga pričnemo vpeljevati v slovenski šolski sistem tudi v Sloveniji. Le celostno upoštevanje otroka vodi v razumevanje njegove osebnosti, potreb, stisk, želja ipd. Tako bomo lažje, učinkoviteje in hitreje omejili težave v duševnem zdravju otrok, saj je med mladimi vse več je nasilnega vedenja in kemičnih ter nekemičnih zasvojenosti. V slovenskem prostoru smo področje duševnega zdravja pri otrocih in mladostnikih povsem zanemarili.

 

Zadnje raziskave kažejo, da mladostniki in otroci samo pred zaslonom telefona v povprečju preživijo okrog 6–7 ur na dan, kar ima izredno negativne posledice za duševno zdravje, razvoj možganov,

kognitivne sposobnosti in koncentracijo ter vodi v anksioznost, depresijo, apatijo, samopoškodbeno

vedenje, neempatičnost, agresivnost, razvoj zasvojenskega vedenja, govorne težave, zmanjšane koordinacijske in telesne sposobnosti, debelost, diabetes, nizko samopodobo in samozavest itd. Zaslonska zasvojenost in zasvojenost z družbenimi omrežji sta postali nekaj tako vsakodnevnega in »normalnega«, da svet odraslih tega sploh več ne opazi.

 

Albert Einstein je dejal: »Človek, ki ima svoje življenje za nesmiselno, ni samo nesrečen, ampak je komaj sposoben za življenje.« To pomeni, da je človek, ki je notranje izpolnjen, človek ki vidi smisel v življenju, tudi notranje trden. To pa je pomembno tako za duševno zdravje, kot za kakovostno in zadovoljno življenje.

 

Znanstveno monografijo Holistični pristop na področju vzgoje, izobraževanja in duševnega zdravja, ki je nastala v okviru ARRS projekta Holističen vzgojno-izobraževalni proces in krepitev duševnega zdravja, so sooblikovali avtorji, ki so strokovnjaki na omenjenih področjih in obsega šestnajst poglavij ter Predlog strateškega načrta prenove V-I sistema vzgojno-izobraževalnega sistema v Republiki Sloveniji.

 

                                                                                                                         Prof. dr. Sebastjan Kristovič

                        

 

ANG

The comprehensive renovation of the educational system in Slovenia must consider and apply a holistic approach, which is highlighted in the special appendix of the publication: Proposal of a strategic plan for the renovation of the educational system in the Republic of Slovenia. It includes the much-needed modern vision, plan, and content of the comprehensive renovation of the educational system, which in this way avoids the dangerous traps of reductionism, determinism, and partial solutions.

 

The goal of education and the entire educational process should be: a fully “functioning”, integrated, thought-out and satisfied person; according to the current development characteristics. This is possible only within the framework of a holistic approach, which perceives the child not only as a cognitive/rational being, but as an indivisible whole of physical, mental, and spiritual dimension.

 

The holistic approach has been promoted and encouraged by UNESCO and the European Commission for decades, and it is time to start introducing it into the school system in Slovenia as well. Only comprehensive consideration of the child leads to an understanding of his personality, needs, hardships, wishes, etc. This will make it easier, more efficient, and faster to limit children’s mental health problems, as there is an increasing number of violent behavior, chemical and non-chemical addictions among young people. In Slovenia, we have completely neglected the field of mental health for children and young people.

 

The latest research shows that teenagers and children spend an average of around 6-7 hours a day in front of the screens, which has extremely negative consequences for mental health, brain development, cognitive abilities and concentration and leads to anxiety, depression, apathy, self-harm

behavior, lack of empathy, aggressiveness, development of addictive behavior, speech problems, reduced coordination and physical abilities, obesity, diabetes, low self-esteem, confidence, etc. Screen addiction and social media addiction have become something so everyday and “normal” that the adult world doesn’t even notice it anymore.

 

Albert Einstein said: “A man who considers his life to be meaningless is not only unhappy, but he is barely able to live.” This means that a man who is internally fulfilled, a man who sees meaning in life, is also internally strong. This is important both for mental health and for a quality and satisfying life.

 

The scientific monography Holistic approach in the field of upbringing, education, and mental health, which was created in the framework of the ARRS project Holistic educational process and strengthening of mental health, was co-created by authors who are experts in the mentioned fields and includes sixteen chapters and the Proposal for a strategic plan for the renovation of V-I of the educational system in the Republic of Slovenia.

 

                                                                                                       Prof. dr. Sebastjan Kristovič

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