A contextualized account of holistic education in Finland and Singapore: Implications on Singapore educational context

Daphnee Hui Lin LEE, Helen HONG, Hannele NIEMI

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1 Citation (Scopus)

Abstract

This paper examines holistic education initiatives of two high-performing education systems—Finland and Singapore. This qualitative analysis captures a phenomenological schooling experience of holistic education under the two systems. Our conceptualization of holistic education focuses on two key dimensions: transformative learning and community engagement. Indications of transformative learning were observed through the (un)structured play activities that students engaged in. For community engagement, we examined the imperatives that underpin community engagement initiatives that students were exposed to. A sociological explanation of this account discusses the context that shapes approaches to holistic learning, and how changes in schooling approaches mirror-changing educational landscapes in both Finland and Singapore. Implications on Singapore’s holistic education will then be drawn. Copyright © 2014 De La Salle University.

Original languageEnglish
Pages (from-to)871-884
JournalAsia-Pacific Education Researcher
Volume23
Issue number4
Early online dateMay 2014
DOIs
Publication statusPublished - Dec 2014

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Finland
Singapore
education
learning
community
indication
student
experience

Citation

Lee, D. H. L., Hong, H., & Niemi, H. (2014). A contextualized account of holistic education in Finland and Singapore: Implications on Singapore educational context. The Asia-Pacific Education Researcher, 23(4), 871-884. doi: 10.1007/s40299-014-0189-y

Keywords

  • Finland
  • Singapore
  • High-performing education systems
  • Holistic education
  • Transformative learning
  • Community engagement