The Importance of Incorporating Holistic and Invitational Approaches in an Elementary School in Karnataka, India

Abstract

This study explores holistic and invitational approaches to education in a private school (The Spiti Academy) in Karnataka, India, with a view of incorporating a strategic approach. The study examined holistic and invitational pedagogies of scholars such as Dewey, Maslow, Montessori, Noddings, and Purkey and Novak, who collectively emphasize the importance of a pedagogy of mind, body, and soul; a pedagogy through play; a pedagogy of student-teacher relationships that build on strengths; and a pedagogy that is invitational, holistic and builds a sense of belonging for everyone at school. An overview of the Indian education system reveals systemic gaps around holism. Focusing on the Spiti Academy, I offer strategies for creating a holistic and invitational school environment that may enable teachers and students to build on their potential, outlining recommendations for school leaders and teachers to facilitate this. My purpose is to help students in the Spiti Academy develop as a whole and enhance their learning experiences, and also to motivate other schools to collaborate for the betterment of society.