Integrative Pedagogies for Cultivating Wholeness in the 21st Century Child

Abstract

In an age marked by rapid technological change, social fragmentation, and cognitive overload, conventional models of education often fall short of nurturing the full spectrum of human potential in children. This paper explored the concept of integrative pedagogies as a framework for cultivating wholeness in the 21st-century learner, an approach that weaves together cognitive, emotional, ethical, creative, and social dimensions of child development. Leveraging on the interdisciplinary matrix across education, psychology, philosophy, and indigenous knowledge systems, the study employed a literature-based methodology to interrogate the fragmented nature of modern schooling and proposed a more holistic, child-centred alternative fitting for the 21st century child amidst technological advancements and innovations.