365
of ‘being’ and then ‘doing’ brings change or a shift at the individual level. Therefore,
transformation focuses on a continuous process of reflecting, connecting acting in
all stages.
5.3 Transformation Through Holistic Learning
Holistic learning is an alternative way of thinking or perspective regarding the education of the whole person rather than imparting specific aspects of knowledge, to
prepare learners to compete in the global market. It attempts to develop the whole
person, including ‘intellectual, emotional, physical, social, aesthetic, and spiritual’
elements (Miller et al. 2005). Holistic learning theory is defined as knowledge being
a social construct with three different facets: explicit, implicit, and emancipatory
knowledge (Yang 2004).
According to Yang (2004), knowledge is viewed as the understanding of one’s
realities through mental correspondence, personal experiences, and emotional
affection towards the outside world. He argues that explicit knowledge is the cognitive aspect that represents the understanding of realities. Moreover, he believes that
implicit knowledge is not openly expressed or articulated and is personal and context specific. It is hard to formalize and communicate as it exists in one’s behaviour,
actions, and experiences. Yang (2004) further views that emancipatory knowledge
is an affective reaction to the outside world. It is an understanding based on emotional affection and defines the point of view of the world outside.
These three facets of knowledge manifest during the learning process and are
intrinsically different, though complementary to each other. The three knowledge
facets interact and are therefore dynamic, thereby creating a holistic perspective and
holistic human knowledge. Holistic learning theory believes not only in these three
knowledge facets but also three knowledge layers: foundation, manifestation, and
orientation.
Holistic learning theory believes that knowledge is created and transformed after
the interaction of three different facets of knowledge. These relations are reflected
in seven modes of learning: participation, conceptualization, contextualization, systematization, validation, interpretation, and transformation (Fig. 4).
According to Yang (2004), participation is the process in which the learners participate in the learning process and generate implicit knowledge. Conceptualization
is the process of articulating implicit knowledge into explicit forms. Contextualization
is the process of using explicit knowledge at a practical level. The process of systematization helps to incorporate explicit knowledge in developing logic and reasoning. The validation process enables us to examine and modify existing values,
beliefs, and assumptions. Legitimization is the process of justifying explicit knowledge based on emancipatory knowledge. According to Yang (2004), transformation
is the process of converting ‘old’ meanings of attitudes, beliefs, values, feelings,
aspirations, and ethics into another form. Materialization is the process of transforming emancipatory knowledge into tacit/implicit knowledge. Interpretation is
the process of garnering meaning from tacit learning.
Need for Personal Transformations in a Changing Climate: Reflections…
of ‘being’ and then ‘doing’ brings change or a shift at the individual level. Therefore,
transformation focuses on a continuous process of reflecting, connecting acting in
all stages.
5.3 Transformation Through Holistic Learning
Holistic learning is an alternative way of thinking or perspective regarding the education of the whole person rather than imparting specific aspects of knowledge, to
prepare learners to compete in the global market. It attempts to develop the whole
person, including ‘intellectual, emotional, physical, social, aesthetic, and spiritual’
elements (Miller et al. 2005). Holistic learning theory is defined as knowledge being
a social construct with three different facets: explicit, implicit, and emancipatory
knowledge (Yang 2004).
According to Yang (2004), knowledge is viewed as the understanding of one’s
realities through mental correspondence, personal experiences, and emotional
affection towards the outside world. He argues that explicit knowledge is the cognitive aspect that represents the understanding of realities. Moreover, he believes that
implicit knowledge is not openly expressed or articulated and is personal and context specific. It is hard to formalize and communicate as it exists in one’s behaviour,
actions, and experiences. Yang (2004) further views that emancipatory knowledge
is an affective reaction to the outside world. It is an understanding based on emotional affection and defines the point of view of the world outside.
These three facets of knowledge manifest during the learning process and are
intrinsically different, though complementary to each other. The three knowledge
facets interact and are therefore dynamic, thereby creating a holistic perspective and
holistic human knowledge. Holistic learning theory believes not only in these three
knowledge facets but also three knowledge layers: foundation, manifestation, and
orientation.
Holistic learning theory believes that knowledge is created and transformed after
the interaction of three different facets of knowledge. These relations are reflected
in seven modes of learning: participation, conceptualization, contextualization, systematization, validation, interpretation, and transformation (Fig. 4).
According to Yang (2004), participation is the process in which the learners participate in the learning process and generate implicit knowledge. Conceptualization
is the process of articulating implicit knowledge into explicit forms. Contextualization
is the process of using explicit knowledge at a practical level. The process of systematization helps to incorporate explicit knowledge in developing logic and reasoning. The validation process enables us to examine and modify existing values,
beliefs, and assumptions. Legitimization is the process of justifying explicit knowledge based on emancipatory knowledge. According to Yang (2004), transformation
is the process of converting ‘old’ meanings of attitudes, beliefs, values, feelings,
aspirations, and ethics into another form. Materialization is the process of transforming emancipatory knowledge into tacit/implicit knowledge. Interpretation is
the process of garnering meaning from tacit learning.
Need for Personal Transformations in a Changing Climate: Reflections…