Education is not only transferring knowledge to my students, but transforming my students’ knowledge, skills, values, and attitudes.
The class transforms to become a student-centered learning culture, where innovation and creativity are encouraged. Together, my students and I develop ideas to discover solutions to environmental and societal issues.
Faculty and staff must get to know their students better and help them to understand the meaning or purpose of their lives.
Good teachers are good lifelong learners.
When students go into the community, the learning is mutual.
Peacebuilding is inseparable from undergraduate education.
People blossom, learn new things, gain more confidence, learn more about the world and their place in it – and this all happens because of exposure.
If we are to be part of society, we need to understand social problems.
For society, whole person education creates people with imagination, creativity, the ability to work outside the box and to collaborate and build community.
The true and important outcomes of education are not only in the mind and skills, but also in the heart (affective) and soul (faith). Learning experiences happen both inside and outside the walls of the classrooms.
Values are not invented, but discovered.
Values are evident in the way teachers teach.
When you have a cohesive and enthusiastic faculty, you get innovation.
An important aspect in their education as students and, subsequently, as professionals in their field is cultural awareness and respect.
Ministry is about encountering other people’s stories, and the person we serve is the protagonist in their own story.
Whole person education is about empowering students to be creative, innovative, and engaged citizens who can strengthen the well-being of a whole society.
I now think that whole person education is all-around education not only for the learner’s physical, mental, intellectual development but also for the learner’s ethical and spiritual development.
Young people need someone who has the hearts and ears to listen to them.
Whole person education is an internal experience, a journey of realization that begins with the question: For whom and for what are you developing your competencies as you journey in your academic work?
I found my life upon realizing that I could make it worthy for others as a teacher on campus, a breadwinner for my family, and a helper for the community.
Whole person education is a process in which the students are supported to realize and develop their own abilities, values, and social roles in positive ways.
Learning entails the weaving of two threads: on the one hand, the thread of one’s personal and communal life and the thread of reality and truth on the other.
Twenty-first century students want a facilitative process, one that combines intrapersonal learning and experiential learning.
Plurality and diversity are core strengths, so we should note the importance of working with different types of people, to accept others as they are, and to celebrate plurality.
Understanding the context of students is an important aspect in the learning process. Good communication will be created if there is no distance/gap between students and lecturers.
Whole person education is collaborating across disciplines to provide students a teaching-learning experience where they can use their academic knowledge and skills to address real needs of the community. One way to do this is through service-learning.
The most successful teachers are the ones who are passionate about the students themselves: who see them as individuals carrying gifts and talents and are willing to help them discover their own passions.
If we always think that we are beginners, we will always learn something new. It is important to put on the beginner’s mindset. The world is changing; teachers also must change.
The essence of whole person learning is the integrated use of cognitive, affective and experiential senses of the learners as they move toward the fulfillment of their life purpose.
I changed my teaching style and I found it much easier to get the students’ attention. I now spend some time to listen to students’ opinions in order to involve them in my lecture.
WPE is knowing the learners and their interests so one can attract their attention to the lessons. It is coming up with student-centered activities which connect with the pedagogical competencies of 21st century learners.
From the humanities, you learn to think in a logical and sophisticated manner, to identify subtle differences, and to read and interpret critically.
As a mentor, I emphasize the need to put human interests at the front and center of scholarship.
After all, a university is a community of people, not of publications.
Whole person education is not just books but community, not just receiving but sharing information, not just research but research connected to service.
Holistic development is not just acquiring knowledge but achieving a transformation in a person's actions and behavior.
Whole person education is not just not intellectually challenging students, but also giving them a humanist perspective through education.
Whole person education for me is tackling all the human aspects within the learner: intellectual, physical, emotional and spiritual.
Whole person education links teaching, research, and community service to our relationship with our students to shape them spiritually, intellectually, and ethically.
Whole person education is not only the ability to accumulate theoretical knowledge but also to apply it to one's life and the world.
The goal of whole person education is being able to fulfill one's ambition and aspirations, and share with others the blessings and rewards of success.
The moment of reflection after completion of service-learning program helps the inner self to manifest, which in its turn shapes the student or faculty member’s future thinking.
Having a positive attitude toward our students, respecting them, building good relationships and trust, humbling ourselves by being facilitators instead of the only source of knowledge, may help boost the students’ independent knowledge and confidence.
As a teacher, I need to teach minds,touch hearts,and transform the lives of the students.
Whole person education is being able to identify the kinds of learners one has in order to choose appropriate learning methods and social engagement so they could help to improve the community.
Adding service learning as one topic has changed the students; their involvement in learning in community has increased their passion and understanding.
Higher education leadership must be characterized by a leader’s commitment to lifelong learning.
Whole person education emphasizes not only competence but also conscience and compassion so students can hopefully pay it forward to others.
Every student needs help, not just in their intellectual pursuit but also in their growth as a person.
I always thought that a good teacher is someone who impresses and inspires students with their knowledge of the subject. Now I realized that my role is to help in scaffolding students to reach higher levels of learning and motivate them for self-learning.
Whole person education encourages students to think about how they can apply what they have learned to their life as citizens who will serve the society better.
Whole person education is not only a goal, but it should be integrated into our mindsets and life.
Whole person education incorporates all aspects that would help the learner grow holistically – academic proficiency, ethical development, physical and mental well-being, as well as spiritual development.
All students come to our classes as whole persons. As teachers, we need to care for them wholly, not just in their academic performance.
Compassion for others and caring for the good of the society and the environment may be deepened by teachers' demonstration of these values through their dealings with the students.
Whole person education includes intellectual development through learning on one’s own and being more reflective; spiritual development through building one’s confidence and ability; and ethical development through respect for the ideas and work of others.
A leader in higher education needs to be a 'whole person' before he can lead his colleagues and students.
We are created in God's image, and that gives us our mandate to create culture, to take care of our physical health, to seek and share education, and to be stewards of the world.
It’s so easy to forget to care for ourselves, but we must find space for ourselves, talk with colleagues we trust, and share with each other.
Every course lends itself to the community, and even a small service-learning component adds meaning to academic learning.
If we give greater attention to peace studies, I believe that it will help individuals develop peace-related values.
I want to make the classroom friendlier and show students that teachers care, that they belong in this environment, and that they are accepted.
Teaching is nothing without educating. Whole Person Education is all about educating teachers, students, staff and even the leaders.
Education needs to be accompanied with values to guide the character of a person and his or her ideology. The importance of values in an individual's life is enormous and education with values teachers us the way of living a meaningful life.
The goal of whole person education is to create whole citizens with a solid intellectual foundation, a strong sense of patriotic responsibility, a strategic vision and a course of action for regional and international prosperity.
Whole person education is a transformational learning experience both for the students and the teachers to become better individuals.
A person of integrity, authenticity, commitment bigger than oneself and be-cause-in-the-matter! And who can work from anywhere, anytime with anyone!
The ideal education needs the ideal of education. The teaching purpose is to nurture students' curiosity and confidence, and education is the key to opne students' mind. Consequently, education encourages students to think and handle things differently.
A good education is one that liberates people. Whole person education will produce liberated people that will help liberating others.
The fundamental yet ultimate goal of knowledge, science and technology is to make sense of God's creations, and whole person education helps students meet their creator face-to-face through knowledge, science and technology that they learnt.
Whole person education is Wisdom which integrates educating the mind, the heart and the soul. It enables people to be mature in educational matters. It is not education but rather the power to overcome challenges of life peacefully.
Whole person education is the holistic approach to teaching and learning. It trains the hearts, the minds and the hands.
Whole person education is being aware of the strengths and weaknesses of both the teacher and students, having the faith to continually strive to become better, and seeking to help the society with optimism, hope, empathy and spirituality.
Whole person education fosters spiritual, intellectual and social development of students in a systematic approach, offering them an array of academic and cocurricular experiences that support flouishing and self-realization, nurturing them to become individuals with integrity and a sense of direction and passion, and guiding them to move beyond self-interest to the common good.
Given the variety of gaps and issues in society that need to be addressed, the whole person education approach is crucial and essential since it provides the framework to achieve alignment between institutional learning outcomes and outputs and societal needs.
A whole person education is about bringing together body, mind and spirit in the delivery of our academic programs. We want our students to graduate equipped with the power to imagine and create a better world.
Whole person education means raising the consciousness of both teachers and students by enabling them to learn from each other. It is an approach that focuses on building character and integrity rather than just transmitting knowledge or teaching skills.
There are many things to be revised and enhanced if I want to integrate Whole Person Education to all subjects I teach... When I want to bring a powerful message and make a significant impact to my fellows and environment, I have to grasp and experience what I want to share before I share it to others.
Whole Person Education has changed the way I prepare my syllabus or teaching module. I design a lecture strategically so students will be able to understand the knowledge better. Adding service learning as one topic has also changed the students; their involvement in learning in community as well as government projects has increased their passions and understanding.
Whole person education is not about pedagogy, structures or activities to cater to the students’ holistic needs or developmental domains. It is an environment that the institution must create to develop the students internally.
Whole Person Education is an absolute necessity as it will enable educators to help their students answer why they are learning certain learning materials. Faculty and staff must get to know their students better and help them understand the meaning or purpose of their lives.
Whole Person Education is knowing the learners and their interests so one can attract their attention to the lessons. It is coming up with student-centered activities which connect with the pedagogical competencies of 21st century learners.
We need to develop our learners in three important areas: Head (cognitive domain), Heart (affective domain), and Hand (psychomotor domain). We are responsible for teaching our students to think rather than to merely memorize.
Whole Person Education is being able to identify the kinds of learners one has in order to choose appropriate learning methods and social engagement so they could help improve the community.
Whole person education is all round education not only for the learner’s physical, mental, intellectual development but also for the learner’s ethical and spiritual development as well as teachers’ continuous professional development.
Whole Person Education means taking very seriously the needs and challenges faced by 21st century learners and helping them put into practice the ability to think in different perspectives.
The essence of Whole Person Education is the integrated use of cognitive, affective and experiential senses of the learners as they move towards the fulfillment of their life purpose.
Institutionalizing Whole Person Education through an Integrated Formation Program includes ensuring the competence or expertise in the major curricula, the formation of character through discipline-based and service-learning initiatives, and a pedagogical system that is rooted in the institution’s identity and mission.
Student-centered and reflective pedagogy closely relate to cura personalis (personal care/cure). One aspect of Whole Person Education is development of self in the presence of others.
Whole Person Education has to do with developing our students holistically, by carefully choosing, designing and executing the teaching approaches and methods in class and managing our interpersonal relations with our students.
Whole Person Education incorporates all aspects that would help the learner grow holistically—academic proficiency, ethical development, physical and mental well-being, as well as spiritual development.
Holistic education aims to create and sustain an atmosphere of learning where learners grow into respectful, complete, ethical, spiritual, and moral beings serving society.
Whole Peraon Education emphasizes not only competence but also conscience and compassion so students can hopefully pay it forward to others.
Sometimes when designing the syllabi, lesson plans and assignments, we forget to help students relate what they have learned to their life and the real-world experience. Whole Person Education encourages them to think how they can apply what they have learned to their life as citizens to serve the society better.
The purpose of higher education is to educate students to apply what they have learned to create a better future. Whole Person Education is not only a goal, and it should be integrated in our mindsets and life.
The purpose of higher education is to create empathic, engaged and reflexive human beings. To achieve this, teachers need to model these qualities in everything they do—to be engaged, empathic and reflexive teachers and researchers.
It is not uncommon to focus on the intellectual aspect of Whole Person Education, by tending to bombard students with reading materials and quizzes. But we need to engage students not only intellectually, but also emotionally and socially. Reflections help show spiritual and social growth.
All students come to our classes as whole persons. We need to care for them wholly, not just in their academic performance but to educate them to achieve their highest potential in academic, personal, and spiritual development.
Higher education is to prepare students to be good world citizens who are able to solve problems in the real world. This means teaching students not just intellectually, but also relating the course materials to their daily life.
Education is not only transferring knowledge to the students, but transforming their knowledge, skills, value, and attitudes. Learning is a process of personal transformation which is purposed, planned, and prepared by the students and the teacher.