ve and morally counterproductive. A well-educated person, Locke argued, was above all a person of sound judgment, capable of governing their own conduct in respon... ones. The tolerant citizen, for Locke, was not a person without strong convictions but a person who understood the distinction between the civil and the spiritua
ples and taught them about the cultivation of the person and the ordering of society; between the ages of ... not teaching subjects; he was conducting a "whole person" education.
==== Moral Formation and the Ideal o... the moral formation of the junzi, the cultivated person who lives ren (仁, benevolence) in relation to fam
sustaining relationship or "deal" with one other person; the willingness to accept asynchrony and margina... vision of education as the formation of the whole person — cognitive, creative, ethical, and civic — that ... * Gardner, H. (1975). //The Shattered Mind: The Person After Brain Damage//. Knopf.
* Gardner, H. (198
f education — the normative vision of the kind of person education should produce — while psychology provi... capable of moral breadth; only a broadly educated person, whose interests spanned nature, society, history... idea that education is the formation of the whole person — and anticipates twentieth-century debates about
elopment of client-centered therapy, now known as person-centered therapy, which revolutionized the field ... istening.
* Rogers, C. R. (1961). On becoming a person. Houghton Mifflin.
* Rogers, C. R. (1969). Free
wenty and graduate in 1904 as the first deafblind person to earn a university degree. The same epiphanic s... inished Business ====
As the world's most famous person with an acknowledged disability in the twentieth
ical principle was that the child is not a future person in preparation but a person now, fully entitled to dignity, respect, and the right to be taken seriously.
lined, sequential process by which an intelligent person moves from a felt difficulty or problematic situa... tial to its power to engage and develop the whole person. Dewey's aesthetic theory anticipates later argum
= Cosmic Education and the Education of the Whole Person ====
In her later work, particularly in her year... must address not only the intellect but the whole person: body, emotions, spirit, and the student's develo
ition, and understand the significance of another person's sufferings and achievements." This argument con... spective, to understand how circumstances shape a person's needs and choices, and to feel genuine concern
and bad aspects of experience belong to the same person — that the mother who frustrates is the same moth... that one's own hatred may have damaged the loved person. Working through the depressive position involves
most consequential for the formation of the whole person: Vietnamese language learning (//Tiếng Việt//), l... and demonstrated his conviction that the educated person's obligation is to speak publicly on questions of
inder of the self, of the slave, of the colonised person stripped of roots and voice. This concept challen... athematical problem, a literary text, a suffering person — in which one suspends one's own desires, precon
teacher must neither flatter nor alienate such a person but must find ways to deepen and correct what is ... arning oriented toward the formation of the whole person in relation to ultimate truth. Augustine was deep
es: it is the open-ended development of the whole person. Humboldt argued that a state that truly understo... s insistence that education must engage the whole person in active encounter with real problems rather tha
