HOLISTIC EDUCATION
approach that promotes in Elizondo’s words “self-directed learning and respect for the student’s choices and personal development”. We can, therefore, reasonably conclude that recognising the person as a unique being with intrinsic value supports the universal right to education and the view of education as a common good. This primarily ensures educational equality of opportunities, as outlined in the academic approach of socialism, without neglecting the person’s autonomy and self-determination. In turn, this facilitates defining learning priorities and how specific educational projects contribute to achieving established goals, as suggested by personalism. Holistic education necessarily involves developing students’ competencies to address instrumental and philosophical questions that stimulate reflection on complex social situations, according to Spanish philosopher, essayist and author Fernando Savater. This process humanises individuals, enabling continuous reflection, self‑mastery and self-determination. It also encourages ways to achieve fulfilment as human beings, within a divine project that helps define personal purpose, thereby contributing to a cosmic vision of the world that transcends yet includes human beings. While it is true that “there is more time than life”, for the individual and their temporality in this world the limitations and challenges lie in the finite time available to find happiness. Thus, understanding philosophy, particularly the thought current of personalism, helps provide direction for one’s journey and imbue life with meaning. Moreover, it fosters compassion towards everyone – whether learner or educator – and reflects the words of renowned neurologist Mario Alonso Puig, an expert on positive psychology, leadership, business innovation and change management, who states: “There is greatness in every human being.”
dignity. To enact genuine change, personalism must actively engage with these systems, prioritising the wellbeing of both communities and individuals. This shift can empower these systems to rise above their current shortcomings, fostering a society that truly flourishes. The principles of Thomism Burgos argues that human nature is static from the Thomistic perspective. According to Thomism, (a system developed by the 13th-century Dominican friar and philosopher, Thomas Aquinas, which acts as a synthesis of Christian theology and Aristotelian philosophy) while ultimate goals are divinely ordained, individuals have the capacity to set and pursue their own objectives. This requires people to discern their unique talents and passions, as well as to make choices that align with their God-given purpose. While human autonomy is limited, it is nonetheless essential for fulfilling one’s potential and contributing to the common good. Consequently, Burgos views Thomism as not only static but also rigid. Moreover, he contrasts it with personalism when it comes to externality, suggesting that Thomism sees human aspirations as identical for all due to our shared human nature, incorrectly placing personal identity and individual projects in a secondary position. In contrast, personalism prioritises these aspects due to the person’s inherent dignity. Indeed, Burgos supports his distinctions between Thomism and personalism by referencing Karol Wojtyla, who as Pope John Paul II led the Roman Catholic Church between 1978 and 2005. Wojtyla asserts that “whenever a person moves towards a goal, they also move towards themselves”. Thus, personalism views “external goals as important to the extent that they make sense to the subject who chooses them”. From this premise one can conclude that personalism transcends Thomism by affirming human dignity, along with autonomy and self-determination. This perspective considers the person capable of discovering God’s goals through dialogue and prayer, autonomously defining objectives of a personal nature that align with a higher purpose. Such an approach requires individuals to cultivate their talents through a holistic education, guided by a sense of service to others. By aligning personal goals with a broader divine purpose, individuals can fulfil their potential and contribute positively to society. All these aspects demonstrate how personalism transcends both individualistic and collectivist approaches, including the collectivist aspects of Thomism (ie goals established by God). In this context, autonomy and self-determination are alien, reflecting Wojtyla’s concept of “auto teleology”, or self-purpose. Focusing on students’ unique needs When it comes to personalism and holistic education, the personalistic approach advocates a focus on “the needs and potentialities of each student as a unique being with intrinsic value”, as outlined by Elizondo. This requires educators to understand their students’ needs, potential and expectations within the framework of a formative and constructivist educational project with specific learning objectives that are aligned with both societal and student needs. Doing so ensures moving beyond the individualistic educational
BIOGRAPHY Francisco Javier Vázquez Junior is MBA
programme director and a professor at Iteso University Business School in Guadalajara, Mexico, where he is also head of the school’s AMBA accreditation. In addition, Vázquez is managing director and a co-founder of Testing Mexico, a company that has received numerous awards for its innovative work. He is also a member of various societies, such as the International Leadership Association and the Academy of Management. Vázquez holds a doctorate in values-driven leadership, a master’s in engineering for quality and an MBA, as well as a specialisation in competency-based education
Ambition | DECEMBER 2024 | 27
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