John P. Miller – författare

With emphasis on preparing students for jobs, standards, and achievement testing, many think that North American education has become inwardly deadening, yet this book provides a counterbalance as it offers a way to nurture the soul in classrooms and schools.Education and the Soul is the first book to comprehensively address how the soul can be nourished in educational settings. The book explores the nature of the soul and offers teaching/learning approaches that can be used to nurture the development of students' souls. It also examines how institutions such as schools have souls and what can be done to care for a school's spiritual life.

This illuminating How to guide provides an overview of holistic teaching in higher education. Addressing the issue of fragmentation in educational settings, John Miller discusses teaching methods which focus on the entire person; body, mind and spirit.Miller reflects on key aspects of holistic teaching such as transmission, transaction and transformational approaches. He explores the concept of whole brain thinking and how it can be facilitated, analyzing research on the relationship between the body and mind and mindfulness. Chapters emphasize the importance of interconnections in holistic education, presenting teaching and learning strategies in the context of six connections: thinking, the body and mind, the soul, subjects, community, and the Earth. The book further identifies ways to build community in the classroom and make higher education more sustainable. It concludes by highlighting the value of meditation and mindfulness practices in helping instructors to be more present.How to Teach Holistically is a vital resource for instructors, practitioners, and policymakers in higher education programmes who are interested in supporting integrative teaching and learning. Detailed and engaging, it will also benefit scholars and students of the sociology of education and educational theory.

Providing a comprehensive overview of holistic education’s history, conceptions, practices, and research, this Handbook presents an up-to-date, global picture of the field. Organized in five sections, the Handbook lays out the field’s theoretical and historical foundations; offers examples of holistic education in practice with regard to schools, programs, and pedagogies at all levels; presents research methods used in holistic education; outlines the growing effort among holistic educators to connect holistic teaching and learning with research practice; and examines present trends and future areas of interest in program development, inquiry, and research. This volume is a must-have resource for researchers and practitioners and serves as an essential foundational text for courses in the field.

Providing a comprehensive overview of holistic education’s history, conceptions, practices, and research, this Handbook presents an up-to-date, global picture of the field. Organized in five sections, the Handbook lays out the field’s theoretical and historical foundations; offers examples of holistic education in practice with regard to schools, programs, and pedagogies at all levels; presents research methods used in holistic education; outlines the growing effort among holistic educators to connect holistic teaching and learning with research practice; and examines present trends and future areas of interest in program development, inquiry, and research. This volume is a must-have resource for researchers and practitioners and serves as an essential foundational text for courses in the field.

"A clearly written, concise, and inspired book…" -Lourdes ArguellesProfessor of Education and Cultural StudiesClaremont Graduate University Blending philosophy, research, and three decades of practice, the author offers an engaging discussion of essential principles of timeless learning, including attention, contemplation, connection, participation, responsibility, wholeness, and joy. Educators in today′s schools can apply these principles, models, and methods to inform instruction in their own classrooms and teaching practices. Some of the benefits timeless learning can bring include: Helping students develop deep joy, wholeness, awe and wonder, and a sense of purpose Improving attention, alertness, perception, and memory Using meditation and contemplation to help reduce stress, anxiety, heart rate, and blood pressure

"A clearly written, concise, and inspired book…" -Lourdes ArguellesProfessor of Education and Cultural StudiesClaremont Graduate University Blending philosophy, research, and three decades of practice, the author offers an engaging discussion of essential principles of timeless learning, including attention, contemplation, connection, participation, responsibility, wholeness, and joy. Educators in today′s schools can apply these principles, models, and methods to inform instruction in their own classrooms and teaching practices. Some of the benefits timeless learning can bring include: Helping students develop deep joy, wholeness, awe and wonder, and a sense of purpose Improving attention, alertness, perception, and memory Using meditation and contemplation to help reduce stress, anxiety, heart rate, and blood pressure

Public education is often viewed as dominated by an emphasis on test scores and narrowly defined parameters of performance and achievement. By contrast, John P. Miller's Whole Child Education fosters relationships between various forms of thinking, links body and mind, and recognizes the inner life of the child.Addressing issues of teaching, curriculum, the school, and teacher wellness, Miller presents three basic approaches (transmission, transaction, and transformation) that facilitate a connection with the whole student. Practical examples from teachers who have incorporated Miller's ideas into their own classrooms and description of Toronto's Whole Child School (founded in 2009) illustrate how the 'Whole Curriculum' can be implemented on both the small and large scale. Inspired by the powerful vision of Martin Luther King and his concept of the Beloved Community, Whole Child Education is a vehicle for building community through holistic education.

Meditation is a simple and practical activity that can enrich our lives and work in innumerable ways. It allows us to connect more deeply to ourselves and others and to the environment. In this book, John P. Miller, an expert in the field of holistic education, looks at mediation and how it can be integrated into one’s work and daily life.Twenty years after it was first published, Miller’s book remains one of the best guides to applying contemplative practice, covering a variety of theoretical, empirical, historical, and cross-cultural approaches. For this new edition, Miller has updated the text to reflect the growth of the mindfulness movement, new research into the brain, and his years of experience teaching and practising contemplation in teacher education.Whether one is interested in exploring how meditation can be used in the classroom or the workplace, or simply seeking to integrate it into one’s personal life, The Contemplative Practitioner is the perfect companion.

Meditation is a simple and practical activity that can enrich our lives and work in innumerable ways. It allows us to connect more deeply to ourselves and others and to the environment. In this book, John P. Miller, an expert in the field of holistic education, looks at mediation and how it can be integrated into one’s work and daily life.Twenty years after it was first published, Miller’s book remains one of the best guides to applying contemplative practice, covering a variety of theoretical, empirical, historical, and cross-cultural approaches. For this new edition, Miller has updated the text to reflect the growth of the mindfulness movement, new research into the brain, and his years of experience teaching and practising contemplation in teacher education.Whether one is interested in exploring how meditation can be used in the classroom or the workplace, or simply seeking to integrate it into one’s personal life, The Contemplative Practitioner is the perfect companion.

Academics often speak about love for their subject, mathematicians discuss their love for figures and numbers, and elementary school teachers speak about their love of children. As multidimensional as love is, it is often a taboo subject relative to teachers and students. In Love and Compassion, John P. Miller explores different forms of love, including self-love, the love of others, compassion, the love of learning, and cosmic love, and how these dimensions of love have the potential to improve education. Love and Compassion is both a practical and conceptual work, and will interest those involved in the study and practise of holistic and contemplative education. In addition to the seven dimensions of love, Miller’s evaluation includes nonviolent action, the love of beauty, and how they are crucial to the practise of teaching.

Academics often speak about love for their subject, mathematicians discuss their love for figures and numbers, and elementary school teachers speak about their love of children. As multidimensional as love is, it is often a taboo subject relative to teachers and students. In Love and Compassion, John P. Miller explores different forms of love, including self-love, the love of others, compassion, the love of learning, and cosmic love, and how these dimensions of love have the potential to improve education. Love and Compassion is both a practical and conceptual work, and will interest those involved in the study and practise of holistic and contemplative education. In addition to the seven dimensions of love, Miller’s evaluation includes nonviolent action, the love of beauty, and how they are crucial to the practise of teaching.

Originally published in 1988, The Holistic Curriculum addresses the problem of fragmentation in education through a connected curriculum of integrative approaches to teaching and learning. John P. Miller, author of more than seventeen books on holistic education, discusses the theoretical foundations of the holistic curriculum and particularly its philosophical, psychological, and social connections.Tracing the history of holistic education from its beginnings, this revised and expanded third edition features insights into Indigenous approaches to education while also expanding upon the six curriculum connections: subject, community, thinking, earth, body-mind, and soul. This edition also includes an introduction by leading Indigenous educator Greg Cajete as well as a dialogue between the author and Four Arrows, author of Teaching Truly, about the relationship between holistic education and Indigenous education.

The ancient Chinese philosophy of Taoism contains profound wisdom about the cosmos, nature, human life, and education. Taoism seeks to be in harmony with nature, and using it as a guide can help us live in a way that is healing to both ourselves and the planet.Taoism, Teaching, and Learning identifies key aspects of Taoist thought and highlights how these principles can promote a holistic approach to teaching and learning. In particular, this book offers educators guidelines and pedagogical examples for how to instil a perspective of interconnectedness into their classrooms. It sheds light on how philosophical Taoism articulates a vision of the universe and life that mirrors the actual realities of nature.Providing frameworks and methods for teaching and learning based on the interconnectedness of life, Taoism, Teaching, and Learning develops an inspiring vision for education and helps us to see our world in a deeply holistic and meaningful way.

Spirituality, Religion, and Peace Education attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho’oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology, and multicultural peace education in teacher education; peacemaking and spirituality in undergraduate courses; and wisdom-based learning in teacher education. Peace education practices stemming from wisdom traditions can promote stillness as well as enliven, awaken, and urge reconciliation, connection, wisdom cultivation, and transformation and change in both teachers and students in diverse educational contexts.In various chapters of this book, a critique of competition, consumerism, and materialism undergird the analysis. More than just a critique, some chapters provide both conceptual and practical clarity for deeper engagement in peaceful action and change in society. Cultural awareness and understanding are fostered through a focus on the positive aspects of wisdom traditions rather than the negative aspects and historical complexities of violence and conflict as result of religious hegemony.

Spirituality, Religion, and Peace Education attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho’oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology, and multicultural peace education in teacher education; peacemaking and spirituality in undergraduate courses; and wisdom-based learning in teacher education. Peace education practices stemming from wisdom traditions can promote stillness as well as enliven, awaken, and urge reconciliation, connection, wisdom cultivation, and transformation and change in both teachers and students in diverse educational contexts.In various chapters of this book, a critique of competition, consumerism, and materialism undergird the analysis. More than just a critique, some chapters provide both conceptual and practical clarity for deeper engagement in peaceful action and change in society. Cultural awareness and understanding are fostered through a focus on the positive aspects of wisdom traditions rather than the negative aspects and historical complexities of violence and conflict as result of religious hegemony.

Transcendental Learning discusses the work of five figures associated with transcendentalism concerning their views on education. Alcott, Emerson, Fuller, Peabody and Thoreau all taught at one time and held definite views about education. The book explores these conceptions with chapters on each of the five individuals and then focuses the main features of transcendental learning and its legacy today. A central thesis of the book is that transcendental learning is essentially holistic in nature and provides rich educational vision that is in many ways a tonic to today’s factory like approach to schooling. In contrast to the narrow vision of education that is promoted by governments and the media, the Transcendentalists offer a redemptive vision of education that includes:-educating the whole child-body, mind, and soul,-happiness as a goal of education.-educating students so they see the interconnectedness of nature,-recognizing the inner wisdom of the child as something to be honored and nurtured,- a blueprint for environmental education through the work of Thoreau,- an inspiring vision for educating women of all ages through the work of Margaret Fuller,- an experimental approach to pedagogy that continually seeks for more effective ways of educating children,- a recognition of the importance of the presence of teacher and encouraging teachers to be aware and conscious of their own behavior.-a vision of multicultural and bilingual education through the work of Elizabeth PeabodyThe Transcendentalists, particularly Emerson and Thoreau, sewed the seeds for the environmental movement and for non-violent change. Their work eventually influenced Gandhi and Martin Luther King Jr. and it continues to resonate today in the thinking of Aung Sang Suu Kyi and the Dalai Lama. The Transcendentalists’ vision of education is worth examining as well given the dissatisfaction with the current educational scene.

Transcendental Learning discusses the work of five figures associated with transcendentalism concerning their views on education. Alcott, Emerson, Fuller, Peabody and Thoreau all taught at one time and held definite views about education. The book explores these conceptions with chapters on each of the five individuals and then focuses the main features of transcendental learning and its legacy today. A central thesis of the book is that transcendental learning is essentially holistic in nature and provides rich educational vision that is in many ways a tonic to today’s factory like approach to schooling. In contrast to the narrow vision of education that is promoted by governments and the media, the Transcendentalists offer a redemptive vision of education that includes:-educating the whole child-body, mind, and soul,-happiness as a goal of education.-educating students so they see the interconnectedness of nature,-recognizing the inner wisdom of the child as something to be honored and nurtured,- a blueprint for environmental education through the work of Thoreau,- an inspiring vision for educating women of all ages through the work of Margaret Fuller,- an experimental approach to pedagogy that continually seeks for more effective ways of educating children,- a recognition of the importance of the presence of teacher and encouraging teachers to be aware and conscious of their own behavior.-a vision of multicultural and bilingual education through the work of Elizabeth PeabodyThe Transcendentalists, particularly Emerson and Thoreau, sewed the seeds for the environmental movement and for non-violent change. Their work eventually influenced Gandhi and Martin Luther King Jr. and it continues to resonate today in the thinking of Aung Sang Suu Kyi and the Dalai Lama. The Transcendentalists’ vision of education is worth examining as well given the dissatisfaction with the current educational scene.

This book includes papers written by teachers and how they engage holistic education in their classrooms. The papers come from a course taught by Jack Miller at the Ontario Institute for Studies in Education at the University of Toronto entitled The Holistic Curriculum. This is a rich and diverse collection of papers showing how holistic education can be brought into public education despite the pressures of testing and other accountability measures. Although most of the teachers teach in public schools there are also examples from teachers working in private and post secondary settings. This book can inspire other teachers who are looking for ways to teach the whole person in a more connected manner.There are very few texts in the field of holistic education that include the voices and practices of teachers, particularly those working in public schools. Many of the examples of holistic education in practice come from Waldorf, Montessori, Reggio Emilia and alternative schools. A unique feature of this book is the many different voices of teachers describing their work in the classroom; they talk about their successes, the challenges and even a few failures.

This book includes papers written by teachers and how they engage holistic education in their classrooms. The papers come from a course taught by Jack Miller at the Ontario Institute for Studies in Education at the University of Toronto entitled The Holistic Curriculum. This is a rich and diverse collection of papers showing how holistic education can be brought into public education despite the pressures of testing and other accountability measures. Although most of the teachers teach in public schools there are also examples from teachers working in private and post secondary settings. This book can inspire other teachers who are looking for ways to teach the whole person in a more connected manner.There are very few texts in the field of holistic education that include the voices and practices of teachers, particularly those working in public schools. Many of the examples of holistic education in practice come from Waldorf, Montessori, Reggio Emilia and alternative schools. A unique feature of this book is the many different voices of teachers describing their work in the classroom; they talk about their successes, the challenges and even a few failures.

This memoir describes the journey of John (Jack) Miller. The book explores how his personal journey is related to the work he has done in holistic education, contemplative education, and spirituality in education. In holistic education the personal and professional are connected. Professor Miller’s journey includes events, books, teachers, and the many factors in his life that have contributed to his work, which includes more than 20 books and extensive travel around the world. An example of the relationship between the personal and the professional is that Jack began meditating in 1974 and this practice has provided the foundation for much of his teaching and writing.Professor Miller’s book, The Holistic Curriculum, first published in 1988 along with the publication of the Holistic Education Review have been seen as the beginning of holistic education as a field of study. Since his journey has been connected with so many other holistic educators, this book can serve as one perspective on how the field has unfolded over the past 35 years. Besides this historical perspective the book includes a chapter on his meditation practice as well his beliefs. There is also a chapter on his teaching and how he attempts to embody holistic education in his classroom.

This memoir describes the journey of John (Jack) Miller. The book explores how his personal journey is related to the work he has done in holistic education, contemplative education, and spirituality in education. In holistic education the personal and professional are connected. Professor Miller’s journey includes events, books, teachers, and the many factors in his life that have contributed to his work, which includes more than 20 books and extensive travel around the world. An example of the relationship between the personal and the professional is that Jack began meditating in 1974 and this practice has provided the foundation for much of his teaching and writing.Professor Miller’s book, The Holistic Curriculum, first published in 1988 along with the publication of the Holistic Education Review have been seen as the beginning of holistic education as a field of study. Since his journey has been connected with so many other holistic educators, this book can serve as one perspective on how the field has unfolded over the past 35 years. Besides this historical perspective the book includes a chapter on his meditation practice as well his beliefs. There is also a chapter on his teaching and how he attempts to embody holistic education in his classroom.

Learning often begins with an experience in the body. Our body can tighten or feel expansive depending on different learning contexts. This experience of learning in the body is crucial to holistic education. This book explores embodied learning from several perspectives.This first section explores how psychology can inform us about embodied learning; for example, the work of Carl Jung and Wilhelm Reich devoted much of their thinking to how energy manifests itself in the body. Meditation and movement are also examined as ways of embodied learning; for example, Dalcroze, a form of movement education, is presented within the context of whole person education. The book also presents schools where embodied learning is nurtured. Waldorf education is discussed as well as a public school in Toronto where the body is central to holistic education. The book also presents visions of embodied learning. John Miller presents a holistic vision of teacher education and Tobin Hart, who has written extensively in this field, writes about the embodied mind.Embodied learning is an emerging area of inquiry in holistic education and this book presents a variety of perspectives and practices that should be helpful to both scholars and practitioners.

Learning often begins with an experience in the body. Our body can tighten or feel expansive depending on different learning contexts. This experience of learning in the body is crucial to holistic education. This book explores embodied learning from several perspectives.This first section explores how psychology can inform us about embodied learning; for example, the work of Carl Jung and Wilhelm Reich devoted much of their thinking to how energy manifests itself in the body. Meditation and movement are also examined as ways of embodied learning; for example, Dalcroze, a form of movement education, is presented within the context of whole person education. The book also presents schools where embodied learning is nurtured. Waldorf education is discussed as well as a public school in Toronto where the body is central to holistic education. The book also presents visions of embodied learning. John Miller presents a holistic vision of teacher education and Tobin Hart, who has written extensively in this field, writes about the embodied mind.Embodied learning is an emerging area of inquiry in holistic education and this book presents a variety of perspectives and practices that should be helpful to both scholars and practitioners.

With emphasis on preparing students for jobs, standards, and achievement testing, many think that North American education has become inwardly deadening, yet this book provides a counterbalance as it offers a way to nurture the soul in classrooms and schools.Education and the Soul is the first book to comprehensively address how the soul can be nourished in educational settings. The book explores the nature of the soul and offers teaching/learning approaches that can be used to nurture the development of students' souls. It also examines how institutions such as schools have souls and what can be done to care for a school's spiritual life.

Explores the theory, practice, and poetics of spiritual and holistic education.In Holistic Learning and Spirituality in Education, scholars from around the globe address the theory, practice, and poetics of holistic education. Some of the topics explored include educating the soul; partnership education; nourishing adolescents' spirituality; education and the modern assault on being human; the Eros of teaching; personal creativity as soul work; pedagogies of compassion; and meditation, masculinity, and meaningful life.Contributors include Gary Babiuk, Marni Binder, Rina Cohen, Diana Denton, Riane Eisler, David Forbes, Selia Karsten, Isabella Colalillo Kates, Rachael Kessler, Bok Young Kim, Anna F. Lemkow, John P. Miller, Thomas Moore, Ayako Nozawa, Deborah Orr, Edmund O'Sullivan, Young-Mann Park, Christopher Reynolds, Susan A. Schiller, Douglas Sloan, Celeste Snowber, Min-Young Song, Leslie Owen Wilson, and Atsuhiko Yoshida.