Adrienne is currently employed at Australia Christian School, in Moreton Bay Region, North of Brisbane, Queensland, Australia, as STEM Coordinator.
Adrienne was employed at Heatherton Christian College from 2007-2016, a P-12 Independent Private School. She was the Science Coordinator; VET Permaculture teacher and Primary Science Specialist at HCC. Adrienne also taught VCE Psychology, 7-10 General Science & VCE Food Technology.
Adrienne is passionate about teaching science, getting students out of the classroom and away from text-books. In the current virtual world our children live in, Adrienne encourages students to interact with real life, experiencing learning and developing problem solving skills. It is not good enough to just teach our students facts and figures and how to answer textbook questions. If that is all we are doing, then we are imprisoning our children to 12 years of classroom education just so that they can answer textbook questions. When it comes to remembering facts and figures, we have Google for that! Education is so much more than that! Education needs to be holistic in its approach and delivery.
From Wikipedia, the free encyclopedia
Holistic education is a philosophy of education based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to humanitarian values such as compassion and peace. Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning. This is the definition given by Ron Miller, founder of the journal Holistic Education Review (now entitled Encounter: Education for Meaning and Social Justice).
The term holistic education is often used to refer to the more democratic and humanistic types of alternative education. Robin Ann Martin (2003) describes this further by stating, “At its most general level, what distinguishes holistic education from other forms of education are its goals, its attention to experiential learning, and the significance that it places on relationships and primary human values within the learning environment.”
In considering curriculum using a holistic approach, one must address the question of what children need to learn. Since holistic education seeks to educate the whole person, there are some key factors that are essential to this type of education.
First, children need to learn about themselves. This involves learning self-respect and self-esteem. Second, children need to learn about relationships. In learning about their relationships with others, there is a focus on social “literacy” (learning to see social influence) and emotional “literacy” (one’s own self in relation to others). Third, children need to learn about resilience. This entails overcoming difficulties, facing challenges and learning how to ensure long-term success. Fourth, children need to learn about aesthetics – This encourages the student to see the beauty of what is around them and learn to have awe in life.
With the goal of educating the whole child, holistic education promotes several strategies to address the question of how to teach and how people learn. First, the idea of holism advocates a transformative approach to learning. Rather than seeing education as a process of transmission and transaction, transformative learning involves a change in the frames of reference that a person may have. This change may include points of view, habits of mind, and worldviews. Holism understands knowledge as something that is constructed by the context in which a person lives. Therefore, teaching students to reflect critically on how we come to know or understand information is essential. As a result, if “we ask students to develop critical and reflective thinking skills and encourage them to care about the world around them they may decide that some degree of personal or social transformation is required.”