Introduction to Holistic Curriculum
Defines curriculum in terms of educational goals and what children do (with or without the assistance of teachers) to achieve them;
Fixes the overarching goal of education as the actualization of human potentialities and their structuring into identity around those ideals which guarantee survival and perpetually improve its quality;
Differentiates the main goal into process goals and content goals;
Identifies two categories of process goals: (1) development of biological potentialities (facilitation of normal maturational processes) and (2) actualization of psychological potentialities (psycho-motor, perceptual, cognitive, affective and volitional);
Specifies two categories of content goals analogous to the process goals: (1) requisites for physical health (proper nutrition, pure water, clean air, sunlight, optimum temperature, etc.) and (2) information about the world in which we live organized around the categories of the three basic environments (e.g., physical/botanical/zoological/anthropological, and theological/philosophical, facts and/or beliefs and their applied counterparts, e.g., electronic engineering, agriculture, medicine, etc.) and information about the Self as an integrated microcosmic reflection of the other three environments;
Emphasizes the need for and means whereby process may be used to reduce error in the information (content) assimilated and how accumulated content may be applied to render process more efficient;
Accounts for the kinds of interactions a child must have with the different environments in order to achieve the process and content goals which results in an integrated Self characterized by values (patterned uses of energy-actualized potential) and related competencies that not only guarantee the continual release of potentialities but also improve the quality of survival;
Identifies three basic symbol systems which help to mediate or facilitate interaction with the three different basic environments and give direction to the structuring of actualizing potentiality: mathematics and symbolic logic, language (speech, reading, writing), the arts;
Indicates the role of evaluation in relating the degree of goal achievement to particular interactions prescribed, encouraged or permitted.