3rd PWRPT DEVELOPING THE WHOLE PERSON

DEVELOPING THE
WHOLE PERSON
WHAT IS HOLISTIC
DEVELOPMENT?
Holistic Development
 refers to the improvement and enhancement of
an individual’s totality as a person by looking
onto the different aspect of one’s individuality.
 may connote the degree to which the person can
accomplish in the near future.
WHAT IS HUMAN DEVELOPMENT?
HUMAN DEVELOPMENT
a lifelong process beginning before birth and extending to
death.
 At each moment in life every human being is in a state of
personal evolution.
Physical changes largely drive the process, as our cognitive
abilities advance and decline in response to the brain’s
growth in childhood and reduced function in old age.
Psychosocial development is also significantly
influenced by physical growth, as our changing
body and brain, together with our environment,
shape our identity and our relationships with
other people.
VARIOUS ASPECTS OF
HOLISTIC DEVELOPMENT
A. INTELLECTUAL DEVELOPMENT
 Individuality is never measured by external factors alone.
Mental ability forms part and parcel of one’s persona. (an essential or
integral component)
People differ in several ways. Intelligence is one element that

separates from all others of the same demographic ( distinct characteristics)
people.
All other things equal, individuals have the ability and
even the skills to learn.
However, their innate (inborn or natural) capacity allows them to
acquire and imbibe more from their external
environment.
These learnings whether significant or not become a
basis for evaluating, analyzing and making decisions
pertinent to their everyday dilemmas.
What is intelligence?
Several philosophers have asserted that
intelligence cannot be absolutely measured considering
that standards differ according to time and space.
EINSTEIN himself said that, “The true sign of
intelligence is not knowledge but imagination.”
Why did Einstein say imagination is more
important than knowledge?
For knowledge is limited to all we now know
and understand, while imagination embraces the
entire world, and all there ever will be to know
and understand.”
SOCRATES said, “I know that I am
intelligent, because I know that I know
nothing.”
What did Socrates mean by “I know I am
intelligent because I know nothing”?
Socrates realized that by not knowing anything, he
was wiser than everyone in Athens.
Socrates begins all wisdom with wondering, thus
one must begin with admitting one’s ignorance. After
all, Socrates’ dialectic method of teaching was based
on that he as a teacher knew nothing, so he would
derive knowledge from his students by dialogue.
RAYMOND CATTELL (1963) described intelligence as
crystalized and fluid and includes knowledge and skills
measured by tests and vocabulary.
The same arises from experience, acculturation and
education.
FLUID intelligence is hereditary, based on neuro-
physiological structures manifested in a person’s ability to
think and reason abstractly.
The Cattell-Horn theory of fluid and
crystallized intelligence suggests that
intelligence is composed of different abilities
that interact and work together to produce
overall individual intelligence.
ROBERT STERNBERG (1991) stated that
intelligence consist of the componential, experiential,
and contextual intelligence.
The componential aspect focuses on the mental
components involved in analyzing which is entailed in
academic intelligence.
Today, intelligence (Sternberg 2004) is defined as
the global capacity to act purposely, to think
rationally and deal effectively with the immediate
environment.
Intelligence involves reasoning problem solving
ability, knowledge, memory and the successful
adaptation to one’s surroundings
WHO IS JEAN PIAGET?
JEAN PIAGET
A swiss psychologist and genetic

epistomologist
He is most famously known for his theory of
cognitive development that looked at how
children develop intellectually throughout the
course of childood
ACCORDING TO JEAN PIAGET’S COGNITIVE
DEVELOPMENT THEORY
4 distinct, universal stages
1. SENSORIMOTOR stage (infancy)
from birth to 2 years
In this period, which has six sub-stages, intelligence is demonstrated
through motor activity (sitting, crawling, running, jumping, throwing a
ball, and climbing stairs) without the use of symbols. Knowledge of
the world is limited, but developing, because it is based on physical
interactions and experiences.
Children acquire object permanence at about 7 months
old (memory). Physical development (mobility) allows
the child to begin developing new intellectual abilities.
Some symbolic (language) abilities are developed at
the end of this stage.
2. PRE – OPERATIONAL stage (toddlerhood and
early childhood)
2 to 7 years
 In this period, which has 2 sub stages, intelligence is
demonstrated through the use of symbols, language use
matures, and memory and imagination are developed, but
thinking is done in a non-logical, non-reversible manner.
EGOCENTRIC thinking predominates.
Piaget believed that a two-year-old child who
repeatedly builds and knocks down a tower of
blocks is learning that the arrangement of objects
in the world can be reversed.
3. CONCRETE OPERATIONAL stage (elementary
and early adolescence)
from 7 to 12 years
 In this stage, characterized by seven types of
conservation (number, length, liquid, mass, weight,
area and volume), intelligence is demonstrated
through logical and systematic manipulation of
symbols related to concrete objects.
Operational thinking develops (mental actions that
are reversible). EGOCENTRIC thought diminishes.
4. FORMAL OPERATIONAL stage
( adolescence and adulthood )
characterizes the adolescent and the adult
In this stage, intelligence is demonstrated
through the logical use of symbols related to
abstract concepts.
Early in this period there is a return to EGOCENTRIC
thought.
For example
a preschool child might sympathize with his father and try
to comfort him by offering a favorite toy or stuffed animal,
reasoning that what helps the child feel better will also
comfort the adult. Egocentric thinking also can cause a
young child to feel responsible if something bad happens.
B. PHYSIOLOGICAL DEVELOPMENT ( refers to the
different functions of those structures of the body )
CHANGES in the body that are anatomical and structural
such as size, height, bodily proportions are physical.
THE following are some factors that affect the process
of decision – making:
1. MORALITY
 This is a principle concerning how individuals
distinguish what is right from what is wrong.
Morality comes from the Latin word “moralitas”
which denotes manner, character, and proper behavior.
It is the differentiation of intentions, decisions and actions
between those that are distinguished as proper and those
that are improper, the disjunction between right and wrong.
In determining this, however, “freewill” becomes an
important element as individuals are provided a ‘freedom of
decision” as they are not forced into performing something
which is against their will as one is always considered liable
for his acts.
2. VALUES
A value is the worth we assign to things/entities that
are considered to be important. It is the abstraction that
is manifested in our actions. They are deep seated and
remain constant overtime. It may originate from our
family, our peers, our school, our church, the
government and mass media. It is a product of our
socialization process.
An example of values:
includes HONESTY, and SINCERITY which may be
manifested in our desire to tell the truth even in the
midst of extreme financial constraint or other
challenging moments in this human life. A sincere
person also is true to his word such that he will do as
he promises, no matter what.
Some VALUES include the following :
1. Loyalty - faithfulness to words we speak ; devoted in relationships;
conscientious to our duty .
2. Sincerity - truthfulness to promises ; openness and transparency about
one’s thoughts
3. Kindness - benevolence and gentleness in treating other people
4.Compassion - humane and sympathetic about what others are undertaking
5. Courage - bravery in the midst of difficulties
6. Perseverance - steadfast and persistent to attain life goals.
7. Cheerfulness - positivity and light heartedness even during
adversities
8. Optimism - having a sense of gratitude to appreciate what one
possesses
9. Respect - courtesy, reverence, for those in authority and of
seniority
10. Volunteerism - initiative to extend help to those in needs
11. Integrity - moral uprightness for greater credibility
Thank you!!!

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DEVELOPING THE

People differ in several ways. Intelligence is one element that

A swiss psychologist and genetic

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