HOLISTIC EDUCATION CONCEPT: HISTORICAL-PEDAGOGICAL, LEGAL, SOCIOCULTURAL FOUNDATIONS OF INSTITUTIONALIZATION IN THE EUROPEAN SOCIAL SPACE

Abstract

The article is dedicated to analyzing the existing views and formulated paradigms within holistic education as philosophy and pedagogical approach, based on the investigation of historical origins and humanistic essence of the concept of holistic education of the individual. A multidisciplinary approach to the formation of literature sources sample is applied, which enabled to consider the concept of holistic education from various view angles and viewpoints within its evolution and essence. The sample size included 26 entries. The paper outlines the historical-pedagogical, legal, and sociocultural dimensions of its institutionalization within the European social space. The content of the idea of holistic education of the individual is analyzed. Comparing and aligning the findings and opinions from the sources under consideration allowed emphasizing that the pedagogical ideal of this concept places exceptional importance on such personal criteria as flexibility and adaptability, emotional resilience and support, systemic and critical thinking, collaboration and networking, creativity and innovativeness. The components of the contemporary understanding of the goals of holistic education are outlined.