Holistic Education: A Combination of Pedagogy Frameworks for Bangladesh

Pamelia Khaled


Crafting an ideal, holistic curriculum (curriculum for all) is indeed a crucial piece of the quality-education puzzle, as we know that one size does not fit all. Curricular reform in Bangladesh is essential to ensure sensitivity to learners’ cultural and religious backgrounds and needs, place value on teachers’ skills and knowledge, and enable learners to successfully develop and interact within today’s complex and globalized world. The central ideas of holistic education are balance, inclusion and connectedness. This paper includes a description of sensational pedagogy approaches and the pedagogical framework of holistic education (transmission, transaction and transformation), using examples drawn from my own experience as a student in a non-formal setting. Finally, I bring out an example of contemplative practice of co-operative learning in math, art, music and visualization as a vehicle of holistic education. This paper offers a critical analysis for educators, curriculum designers, administrators, teachers and policy-makers interested in developing a holistic curriculum for the transformation of the Bangladeshi education system.


personal experience; holistic education; pedagogy frameworks; meditation; Bangladesh

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Banner image: Kira Jovanovski (2020), movement score 01 (detail): oil stick and acrylic on paper. Photograph by Kira Jovanovski. Cover image: Kira Jovanovski (2020), grunt_iteration 02 in the boughs and stamped: installation in University Gallery. Photograph by Jedidiah Cranfield. (c) the artist.





This journal is published on the lands of the Pambalong Clan of the Awabakal People.

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