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Current Perspectives in Holistic Education

Series information

Current Perspectives in Holistic Education explores the philosophy and practice of educating the whole person. Grounded through a broad range of global wisdom traditions, and supported by recent research in wellbeing, mindfulness, and ecology this series reimagines schools as communities of belonging and social change. Designed for parents, teachers and researchers, the series has offered support and insight into learning that is rooted in the act of making connections, compassion, and inner purpose.

Series editor

Kelli Nigh
University of Toronto, Canada

Special Collection Image
Book cover for Education for Awakening: An Eastern Approach to Holistic Education
Education for Awakening: An Eastern Approach to Holistic Education Available to Purchase
Yoshiharu Nakagawa
https://doi.org/10.1108/978-1-80592-190-5
Book cover for A Holistic Educator’s Journey: Seeking Wholeness in America, Canada, Japan and Asia
A Holistic Educator’s Journey: Seeking Wholeness in America, Canada, Japan and Asia Available to Purchase
https://doi.org/10.1108/978-1-64802-643-0
Book cover for Flourishing in the Holistic Classroom
Flourishing in the Holistic Classroom Available to Purchase
https://doi.org/10.1108/978-1-64802-548-8
Book cover for Learning in Nature
Learning in Nature Available to Purchase
Kelli Nigh
https://doi.org/10.1108/978-1-64802-569-3
Book cover for Holistic Education and Embodied Learning
Holistic Education and Embodied Learning Available to Purchase
https://doi.org/10.1108/978-1-68123-842-5
Book cover for Teaching from the Thinking Heart: The Practice of Holistic Education
Teaching from the Thinking Heart: The Practice of Holistic Education Available to Purchase
John P. Miller
https://doi.org/10.1108/978-1-62396-725-3
Book cover for Transcendental Learning: The Educational Legacy of Alcott, Emerson, Fuller, Peabody and Thoreau
Transcendental Learning: The Educational Legacy of Alcott, Emerson, Fuller, Peabody and Thoreau Available to Purchase
John P. Miller
https://doi.org/10.1108/978-1-61735-586-8