A JOURNEY TOWARDS BEING A COMPLETE MAN: LIFE SKILLS AND HOLISTIC EDUCATION

Abstract

In recent decades, educational thoughts have shifted from a narrow focus on disciplinary content to a more holistic approach that emphasizes life skills and the development of the whole person. This chapter explores the historical and philosophical roots of holistic education by examining the contributions of key figures such as Mahatma Gandhi, Rabindranath Tagore, Swami Vivekananda, Sri Aurobindo, Carl Jung, and Ken Wilber. Gandhi’s Nai Talim emphasizes moral development, community service, and manual labor, while Tagore promotes creativity and emotional well-being. Vivekananda stresses self-realization and ethical growth through Vedanta, and Sri Aurobindo advocates integral education that unites various levels of consciousness. Wilber’s transpersonal psychology and Jung’s collective unconscious support a multidimensional view of learning. The chapter also analyzes contemporary policy frameworks, including India’s NEP 2020, UNESCO’s Four Pillars of Learning, and OECD-WHO life skills models, aligning them with the classical thought. Case studies on project-based learning, social-emotional education, mindfulness, and arts integration highlight their role in building empathy, resilience, and moral reasoning. It concludes by addressing challenges like digitalization, emotional resilience, and global citizenship in the post-pandemic world.