TY  - JOUR
AB  - Describes the holistic approach to learning and teaching interaction which has been taught on undergraduate and postgraduate degrees and doctoral programmes. The holistic approach develops students to be critical, confident and independent; aims to make learning a process of self‐improvement that explicitly recognizes the self and the social context of learning and teaching, and recognizing the needs of the individual learner in the interaction. Its premise is that the social context of the interaction is significant. It recognizes that the exchanges that take place within this social action are the foundation for developing critical learners, thus including experiential knowledge of learners and teachers to improve the quality of the teaching situation and levels of achievement of learners. Kelly’s Personal Construct Theory is invoked to explain how the holistic approach leads to the development of learners as critical thinkers. The result of practising the holistic approach has been sustained high levels of student attendance at lectures and seminars, improved progression, and appreciative and satisfied cohorts.
VL  - 17
IS  - 6
SN  - 0951-354X
DO  - 10.1108/09513540310487604
UR  - https://doi.org/10.1108/09513540310487604
AU  - Patel Nandish V.
PY  - 2003
Y1  - 2003/01/01
TI  - A holistic approach to learning and teaching interaction: factors in the development of critical learners
T2  - International Journal of Educational Management
PB  - MCB UP Ltd
SP  - 272
EP  - 284
Y2  - 2024/04/25
ER  -