A Holistic Approach to Problem Solving in Education:

A Multicultural Psychodynamic Perspective

Tennessee State UniversityEDCI 6300

Dr. Celeste Williams

Innocence Branch, Sierra Knaus (Ham), Biale Zua

Problem Solving & Contemporary Education

Improving individuals' problem solving and decision making abilities is recognized as a great issue in education.

Research regarding personality and cognitive styles identified important individual differences in how learners approach and solve problems and make decisions.

Overall aim of this report- to clarify the nature of holistic, multicultural problem-solving from a psychodynamic paradigm which may then empower helping professionals (e.g., educators and counselors) to use it more efficiently with learners.

Problem Solving in the New Millennium

Holistic instructional approaches can be used address individual differences in a multicultural environment.

Studies show student learners’ mental dexterity must be cultivated in order for them to reach their approximate achievement potential in education & as future professionals.

– Guerra, N. S., Flores, B. B., & Claeys, L. (2009). A Case Study of an Induction Year Teacher's Problem-Solving Using the

LIBRE Model Activity.

“Modern students Learn more effectively in pedagogical practices that emphasize holistic thinking, active learning, visual

media and problem-solving.”

–Blaschke, L. M. (2012). Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning

“Pedagogical and andragogical, educational methods are no longer fully

sufficient in preparing learners for thriving.”

Learning Styles

Different students have different learning styles or characteristic strengths and preferences

regarding the ways in which they integrate and process information.

- Active or interactive learning- Introspective & individual

Problems & Problem Solving

A problem, by definition is any stimulus, question, task, phenomenon, or discrepancy, the explanation for which is not immediately known.

Problem-solving tasks in learning are seen as a vital aspect of the learners’ competencies because they require the usage of erudition and precepts to new situations.

Problem-Solving Tasks in Education

Seen as a vital aspect of the learners’ competencies because they require the usage of erudition and precepts to new situations.

Done to gauge and bolster the learners’ true discernment for acquired knowledge.

Holistic Approach to Problem Solving in Education

Plato and Rousseau introduced the foundations of holistic education centuries ago- holistic psychology is a fairly novel concept to the problem solving aspects in the American education value system.

Multi-dynamic approach

Brings about a pedantic/practical integration that includes the physical, spiritual, and mental attributes of the individual from within a social-physical lexicon.

Traditional Education Model of Problem Solving

Places more emphasis on having the keys to problem solving that forces the learner to focus on accessing the external wisdom and skills of the helping professional.

Posits the helping professional (often an educator) as both the expert (gate keeper of the knowledge) and an icon.

These activities may not produce direct, measurable outcomes for enhancing the learner’s problem solving skills

Our Research

Focused on student performance under challenging situational conditions that often demand creativity, strategic reasoning, insight, and perseverance to resolve complex problems from their cultural perspective.

Examined several relevant studies regarding this topic including: Jungian psychology, Gestalt psychology, Humanistic psychology, and the constructivism theory into our investigation process.

Gestalt Theory Investigation

Vagueness as to how this theory can assist learners with certain mathematical problems.

The scope is always on the problem and the learner’s view of said problem which could overlook context for content.

Students in a Career Studies Program Who Participated in a Course on Holistic

Approach to Multicultural Creative Problem Solving….

4 theoretical models were developed:- a definitional model of intuition

- a skill set for intuition- a process to improve the effectiveness of intuitive tools

- and a transformational model of learning. Models were designed as a way for creativity practitioners to understand this phenomenon and to incorporate it into

their multi-faceted practices.

This study made the following queries:

Are intuitive tools and techniques effective in CPS? If so, when are they effective?

When CPS is taught from a multicultural holistic perspective, is transformation likely to occur?

Helping professionals must take into account the unique, individual differences in problem solving and decision making must be considered to adequately understand the dynamics of these processes.

First - consider which types of learning approaches and atmosphere most appropriate to the learner (would require having some working knowledge of the learner’s personal dynamics and/or issues).

Secondly - must possess a mastery and understanding of the kinetics the process of values development involves.

Study Findings:

Valentin (2006)

Examined if educators were being prepared to meet the needs of diverse students.

Concluded that everyone involved in education must be unified in their commitment for diversity to be a focus of any preservice teacher’s education.

Bibliotherapy

Bibliotherapy is a projective, oblique intervention tool that uses literature for individual prosperity. This holistic tool can be used to offer insight about individual problems, stimulate discussion about problems, create awareness that other people have similar problems, and in many instances provide solutions to issues.

Iaquinta & Hipsky (2006) examined bibliotherapy as a problem-solving tool and declared “the theoretical process of bibliotherapy is based in the psychotherapy principles of identification, catharsis, and insight”

Can positively affect students with particular issues & explain that learners with these problems may be characterized as inefficient in comprehending and solving problems.

Helping professionals (e.g., educators, counselors) can utilize bibliotherapy to assist learners of all backgrounds with high-incidence disabilities to learn how to become proactive problem solvers.

Project-Based Learning (PBL)

Students are given the opportunity to collaborate with their peers.

Team work- students are required to solve problems and answer questions.

Encourages creativity & new skills. Students required to present what they learned during the project.

A Holistic Approach to Education

Cranfield uses a unique approach to education focusing on diversity and a holistic multicultural approach to problem solving issues in education.

Cranfield uses ‘mythodrama’ (includes the learners’ mind, body and spirit) pairing Shakespeare with MBA students.

Reported that mythodrama helps learners to “explore management issues, experience personal development, and hone leadership and presentation skills.”

(Cranfield & Taylor, 2008)

Concluding Summaries…

Traditional Education Model

Traditional education model of problem solving in education can be problematic for a number of reasons.

May not produce direct, measurable outcomes for enhancing the learner’s problem solving skills.

Traditional learners could adopt a more passive role in as opposed to an active learner in their own problem solving.

Flexible thinking may encourage students to approach these learning experiences with an open and adaptable mindset.

Holistic Problem Solving Model

Helping professionals (Counselors and educators) should include balanced concrete information (sensing) with conceptual information (intuitive).

Helping professionals might also introduce theoretical materials by first producing issues that relate to the theory (inductive, sensory, and global).

Learners could benefit from experimental examinations before presenting the routine principles.

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Equitable Pedagogy

Exists when educators modify their teaching in ways that will facilitate the academic achievement of learners from diverse racial, cultural, socioeconomic, and language groups.

Includes using a variety of teaching styles and approaches that are consistent with the range of learning styles within various cultural and ethnic groups.