Holistic Education Development Unit

Profile

Holistic Education

The foundation of holistic education lies in the acknowledgement that human beings are body, psyche, and spirit. The World Council of Churches (WCC) (Schreiner et al., 2005) describes the eight principles of holistic education as follows.

1. Is centred on faith that God is the creator and preserver of life.
2. Is education for change.
3. Is connected with holistic individual development in communities.
4. Respects the uniqueness and creativity of individuals and communities.
5. Enables active participation in global communities.
6. Promotes spirituality as the centre of life, and thus, the heart of education.
7. Encourages a new praxis of reflection and action: Knowing, teaching, and learning.
8. Relates and interacts with various approaches and viewpoints.

The biblical framework for holistic education is the awareness that:

1. God created human beings in his image so that they may be the stewards and managers of the world (Genesis 1:26-27).
2. God has given us the Spirit and makes us spiritual men/ women who may understand his mind (1 Corinthians 2:12-16).
3. There is a relationship between faith, knowledge, and life. Faith comes from hearing to the Word of Christ (Romans 10:17).
4. Without action, faith is dead (James 2:17; 1:22-25).

Holistic education does not commit itself to any single approach or theory but integrates various values which supports the belief that all phenomenon and existences in the universe are interconnected (Schreiner et al., 2005). Holistic education is a continuous endeavour to appreciate the complexity and realisation of human life. There are different approaches which support the framework of holistic education, namely Multiple Intelligences (Howard Gardner), Emotional Intelligence (Daniel Goleman), Relational Consciousness (David Hay & Rebecca Nye), Constructivism & Constructivist Learning (Piaget, Vygotsky, Glasersfeld), and Integral Philosophy (Ken Wilber).

Coordinators of general courses throughout the world face a comparable challenge on promoting the academic stakeholders' recognition of the importance of general courses (Benson, 2012). However, in order to equip and prepare the students for communities and marketplaces, general courses and cultural knowledge, which build up the holistic education curricula, are as vital as their professional knowledge and expertise. 

"Membentuk pribadi yang tidak hanya unggul dalam bidang keilmuannya, namun juga mengasihi diri, Tuhan dan sesamanya"

At Ukrida, we strive to assist students not only to shine at their respective disciplines, but also to love God, themselves, others, and nature. We long for Ukrida alumni to attest their love and present real impact to their communities and environments, all the while being lifelong learners.

Vision

A partner for all schools and departments in Ukrida in the development of alumni who excel in their respective disciplines, and who love God, themselves, others, and the environment.

 

Mission

1. Develops holistic education curricula to build life competencies, practical and essential academic skills, as well as to promote healthy campus and lifelong learning.
2. Promotes Ukrida values, information literacy, and the development of 4C skills (creative thinking, critical thinking, collaboration, and communication) in the holistic education curricula.
3. Organizes fun and contextual learning with creative outputs.
4. Integrates holistic education courses with academic writing, studies, and community services, as well as with the curriculum of each respective schools and departments, and students’ activities.
5. Empowers staff in holistic education unit for individual and professional development.
6. Fosters good governance, leadership, and quality assurance.

 

Our Vision

"Menjadi mitra program studi dalam pembelajaran matakuliah umum universitas"

Our Mission

1. Mengembangkan kurikulum matakuliah umum berbasis kompetensi.
2. Menyelenggarakan proses pembelajaran dan suasana akademik yang bermutu, dinamis, kreatif dan inovatif untuk mencapai kompetensi lulusan yang diharapkan.
3. Melakukan penulisan ilmiah, penelitian dan pengabdian kepada masyarakat yang terkait dengan bidang pengembangan kepribadian.
4. Memberdayakan sumber daya manusia di lingkungan UPH untuk pengembangan diri dan profesi.
5. Melaksanakankan tata pamong, kepemimpinan, dan sistem penjaminan mutu.

Our Goals

1. Merancang kurikulum KBK MPK untuk pengembangan mahasiswa UKRIDA secara holistik.
2. Meningkatkan kompetensi mahasiswa melalui peningkatan mutu pembelajaran, pendayagunaan program e-learning, pengintegrasian program kemahasiswaan, dan peningkatan sistem evaluasi MPK.
3. Meningkatkan iklim akademis melalui diskusi ilmiah, karya tulis ilmiah, dan program pengabdian masyarakat.
4. Melaksanakan program pelatihan dan seminar terbuka untuk pengembangan diri dosen dan mahasiswa.
5. Merencanakan dan melaksanakan anggaran, kurikulum, dan evaluasi sesuai dengan KPI UPH.

Our Services

Holistic Education Unit (abbreviated in Indonesian as ‘UPH,’ Unit Pendidikan Holistik) handles the bulk of general compulsory courses throughout UKRIDA. The courses held by UPH in 2020 are as follows: 

1. PH1: Indonesian & Critical Thinking
2. PH2: Language & Logics
3. PH3: Christianity, Humanities, and Environment
4. PH4: Ethics and Morality
5. PH5: Christian Leadership
6. PH6: Community Service
7. Civics
8. Indonesian
9. Philosophy

Another compulsory course in UKRIDA, English for Academic Purposes (EAP) is managed by Ukrida Department of English (UDE).

Contact Us

Holistic Education Development Unit

Krida Wacana Christian University
Building E, 2nd Floor
Jl. Tanjung Duren Raya No. 4
West Jakarta 11470
  +62 21 566 6952  |  Fax: 566 6956
  pph@ukrida.ac.id